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Colloquial
Hebrew
The Colloquial Series
Series Adviser: Gary King
The following languages are available in the Colloquial series:
* Afrikaans
* Japanese
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* Russian
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* Finnish
* Spanish
French
* Spanish of Latin America
German
* Swahili
Greek
Swedish
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* Tamil
* Hebrew
* Thai
* Hindi
Turkish
* Hungarian
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* Welsh
Accompanying cassette(s) (*and CDs) are available for the above
titles. They can be ordered through your bookseller, or send
payment with order to Taylor & Francis/Routledge Ltd, ITPS,
Cheriton House, North Way, Andover, Hants SP10 5BE, UK, or
to Routledge Inc, 29 West 35th Street, New York NY 10001, USA.
COLLOQUIAL CD-ROMs
Multimedia Language Courses
Available in: Chinese, French, Portuguese and Spanish
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Colloquial
Hebrew
The Complete Course
for Beginners
Zippi Lyttleton and Tamar Wang
London and New York
First published in 2004 by Routledge
11 New Fetter Lane, London EC4P 4EE
Simultaneously published in the USA and Canada
by Routledge
29 West 35th Street, New York, NY 10001
Routledge is an imprint of the Taylor & Francis Group
© 2004 Zippi Lyttleton and Tamar Wang
This edition published in the Taylor & Francis e-Library, 2005.
“To purchase your own copy of this or any of Taylor & Francis or Routledge’s
collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.”
All rights reserved. No part of this book may be reprinted or
reproduced or utilized in any form or by any electronic,
mechanical, or other means, now known or hereafter invented,
including photocopying and recording, or in any information
storage or retrieval system, without permission in writing from
the publishers.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the
British Library
Library of Congress Cataloging in Publication Data
A catalog record for this book has been requested
ISBN 0-203-41352-0 Master e-book ISBN
ISBN
ISBN
ISBN
ISBN
0-415-24048-4
0-415-24049-2
0-415-30260-9
0-415-24050-6
(book)
(tapes)
(CD)
(pack)
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Contents
Acknowledgements
vii
Introduction
1
1
˙ȯ·Ú ·«˙ÎÏ ‡«¯˜Ï
8
Reading and writing Hebrew
2
Ï ‡ ¯◊ È · ¯ Ë È Ù
24
Peter arrives in Israel
3
?÷‚ÙÈ‰Ï ¯÷Ù‡
39
Can we meet?
4
˙ȯϻ٫٠„«‡Ó ‰„ÚÒÓ ˙‡Ê
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It’s a very popular restaurant
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˙«ÈÎ˙ ‰ÁÙ÷Ó
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Family and plans
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Ô«È˜· ˙«ÈÈ˜
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Shopping at the mall
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Ìȯ»„ÈÒ
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Making arrangements
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ÔÓÊ·» ͯ„·
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On the road and on time
9
˙È·· «ÓÎ Ôȇ
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Home Sweet Home
10 ˙»·¯˙ ˯«¬Ò
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Sport and culture
v
vi
11 ÁÏÓ‰ ÌÈÏ Í¯„·
199
Driving down to the Dead Sea
12 ‰‡Ù¯Ó·
218
At the doctor’s
13 ÷„«˜‰ ¯ÈÚ ÌÈÏ÷»¯È
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Jerusalem the holy city
14 ˙¯«˘˜˙ ˙»«˙ÈÚ
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Media and communications
Key to exercises
Appendix l Transliterations for Units 10–14
Appendix ll Quick Grammar Reference
Appendix lll Prepositions Chart
Verb Glossary
Hebrew–English Glossary
Index
272
326
337
348
350
371
390
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Acknowledgements
Sincere thanks and appreciation are due to Sarena Alfandary for
her successful ‘matchmaking’ – working together on this project
was great fun; to Adam Albion, who generously gave of his time
to pilot our first few units – his encouraging comments and useful
suggestions were beacons of light in the early days; to Sally Levy
and Aviva Karlinski, who, despite the difficult times, provided
much needed back-up and encouragement from home ground in
Israel, with punchy names, jokes, realia and all kinds of information; to Sally for her introduction to the Ulpan Akhvah in Rishon
Le Zion whose wonderful staff opened their doors and offered
important insights; to Zehavah Meyusef for her expertise in
Hebrew grammar and invaluable advice on colloquial and accepted
usage; to Harvey Miller and Ofra and Jeff Graham for commenting
on the completed draft; to Haya Vardy, illustrator, for her drawings that so effectively animate the text; to Gary King, Series
Editor, Sophie Oliver, Language Editor, and Ruth Jeavons,
Production Editor, at Routledge, without whom this book would
never have been started, and very importantly, finished; to all
pupils, colleagues and friends whose helpful comments throughout
the writing were always greatly appreciated; and last, but of course
not least, to our long-suffering families and friends who put up
with us working into the small hours.
This book has seen us through sad times and happy, some of
the most painful times in the history of the Middle East, alongside
family celebrations and many vicissitudes of life and computers.
We hope this book will make a contribution towards broadening
communication and understanding, and we thank the very many
people who have encouraged us along the way and helped bring
it to fruition.
Tamar Wang and Zippi Lyttleton
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Introduction
About this book
Colloquial Hebrew aims to teach Hebrew as it is spoken in Israel
today, to give you a level of competence to be able to travel around
and to converse generally on a range of topics. Being able to read
menus, road signs, posters, brochures as well as to catch snippets
of conversations, are part and parcel of this competence. It will
help you to understand, be understood and to feel more a part of
what is going on around you.
Each lesson or unit contains dialogues of everyday encounters
and situations, which introduce vocabulary and language points you
can practise in the exercises that follow. We hope our dialogues
will be entertaining as well as realistic and that you will find a good
variety of exercises to allow you ample opportunity to gain confidence in your fast-growing skills.
We strongly recommend that you do all the exercises, as they
progress in difficulty, allowing you to learn step by step, and we
hope you will enjoy the journey to proficiency. At the end of the
book is a key so that you can check your answers. Some answers
to exercises will also give a transliteration and/or a translation, so
don’t give up if an exercise looks too difficult to decipher at first
sight! You will also find glossaries of vocabulary taught, together
with a grammar section, which draw together major points in
schematic form for easy reference.
Hebrew is a logical, elegant and highly accessible language. It
is a shame that the biggest stumbling block for many students
comes right at the beginning: at first sight Hebrew’s unfamiliar
alphabet may seem an insurmountable obstacle. Yet the Hebrew
alphabet is not as alien as it might appear, since it lies at the base
of English and other Indo-European languages. The names of the
letters in the English alphabet are remnants of old Hebrew words
representing the ancient letters. Hebrew is closely related to
ancient Phoenician; the ancient Greeks who traded with the
Phoenicians were the first to adopt their alphabet around 800 BCE,
and added signs for vowels missing in the Semitic alphabet.
Initially, Greek too was written from right to left like Hebrew, and
2
when they started to write from left to right some of the letters
were turned around. Playing around with a couple of the
Phoenician letters below, you will soon see the resemblance to the
English letters we use today.
Phoenician
Roman
A
S
So the Hebrew alphabet may not be as difficult as it looks. If you
work slowly through the alphabet, describing each letter closely
for yourself, you will soon find that you are reading with little difficulty. You may want to think about what the letter reminds you
of: for instance, the letter L in Hebrew is Ï , which looks a bit like
lightning, or maybe a llama; the letter d is „ which could be seen
as a door-hinge; h is ‰ – a house with a hole in its wall; p is Ù ,
possibly a pug-dog’s face! You may prefer to give yourself aural
rather than visual clues, or a mixture of both. We have tried to
suggest mnemonics in our pronunciation guide, but you will learn
most effectively when you find the ones that mean most to you.
The accompanying tapes or CDs should help you too in associating sound and symbol directly.
Hebrew letters are all consonants (although two double up as
vowels, as you will see); the vowels are indicated by dots and dashes
above, below and sometimes in between the letters. Like other
Semitic languages, Hebrew is a consonantal language in that the
meaning of a word depends primarily on the consonants; vowel
changes generally indicate nuances or light modification of the basic
meaning. In some ways this is also true of English: ‘did’ and ‘deed’
are clearly related, but then ‘dead’ means something very different;
the change in the vowels has created an entirely different meaning.
In Hebrew the consonants dictate the meaning, whatever the vowels.
Vowel signs were added to Hebrew texts around the seventh
and eighth centuries CE when the use of Hebrew as a conversational language had become less widespread and many people
needed pronunciation guides. Modern Israelis, like the speakers of
Hebrew in biblical times, have little need of these guides and only
use them in cases of particular difficulty – where, for instance, there
is an ambiguity in meaning that the context cannot sort out, or in
foreign names or borrowed words that Hebrew speakers cannot be
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expected to know. Poetry, children’s books and liturgy tend to be
vocalized (carry vowel signs), otherwise, context and knowledge of
the spoken language is as much information as the reader needs
and vowel signs are not commonly used today.
For this reason we have decided not to use vowels signs in this
course other than in certain cases, such as those described above
and in the Bible verses included in Unit 13. We will however be
using what is known as ‘the full spelling’ ( ‡ÏÓ ·È˙Î ), which makes
use of those consonants that can also act as vowels, as well as occasional pointing (vowel signs) to help you.
It is not as difficult as it sounds; look at the following sentence:
I’m cnfsd alrdy; pls cn I lrn Frnch instd?
In fact, once you get used to the absence of all but the most essential vowels, learning Hebrew can often be far easier than learning
French!
It is true that you can read the above because you already speak
English, so you might well say, “But if I don’t know how to speak
Hebrew, how can I hope to be able to read it?” “Simple,” is the
answer: we will teach you how to speak Hebrew with the aid of
transliteration. You will learn how to pronounce a Hebrew word
through its transliteration into roman letters and then learn to
recognize the Hebrew. You will not need the vowel system to help
you; the Hebrew consonants will provide enough prompts – as it
does for Israelis. It is rather like learning to ride a bicycle. Many
people complain that learning with sidewheels lengthens the
process – once you get used to stabilizers, it is hard to do without
them – and indeed many students of Hebrew find difficulty reading
without vowels if vowels have formed an integral part of their
learning to read.
However, since there are occasions when the vowels are used,
it is still important for you to learn them. We have therefore introduced them together with the alphabet in the first unit where you
will have an opportunity to practise reading and writing with and
without vowels.
It is worth remembering that modern Hebrew is not so far away
from ancient Hebrew, so that mastery of this course should enable
you to make sense of many passages in the Bible. While the Torah
scrolls themselves are not vocalized, most printed editions of the
Old Testament do use the vowel signs; so anyone interested in
looking at biblical Hebrew at some point should take the opportunity of mastering these as well.
4
History of the Hebrew Language
How is it that modern Hebrew is so close to the ancient language
of the Bible, spoken some three thousand years ago? A little history
may give you a few clues to possible answers to this question.
Hebrew is part of the Canaanite group of Semitic languages,
with strong links to Phoenician and Aramaic. We have mentioned
the similarity to Phoenician, however by the third century BCE it
is thought that the majority of Jews had begun to speak Aramaic
in everyday life. By the time of the destruction of the Second
Temple by the Romans in 70 CE, when much of the Jewish population lived in the diaspora, Hebrew had ceased to be the main
spoken language, although it remained the language of prayer,
sermons and of study and correspondence in many fields. As the
common language for Jews all over the world, it continued to be
a vibrant language, alongside a variety of languages used for
everyday needs.
Like all languages, Hebrew developed and was influenced by its
many neighbours. The Hebrew of the rabbis of the second century,
known as Mishnaic Hebrew, differs in many ways from the Hebrew
of the Bible. New terms, word-forms and expressions came into
the language through the writings of second-century rabbis, and
later through the works of rabbis such as Rashi in France in the
eleventh century. During what is known as the Golden Era in Spain
(tenth-thirteenth centuries) Maimonides Hebraized many Aramaic
words and phrases, and for many centuries the language continued
to develop in the responsa literature, which recorded debates on
issues that concerned Jewish communities all over the world.
Hebrew might indeed have been very different today had not
two important developments occurred that interrupted the gradual
evolution of the language. Both were deliberate revivals of the
biblical language, the first as a literary form at the time of the
Jewish Enlightenment (Haskalah) in the late eighteenth and the
nineteenth centuries, and the second as a spoken language for the
newly emerging state at the turn of the twentieth century.
With the political emancipation of the Jews in Europe in the
nineteenth century, Jewish communities began to look outwards
from their ghettos to the wider world. Writers turned their hand
to more secular work in newly established newspapers and journals such as ha’Me-asef. Mishnaic Hebrew began to appear too full
of Aramaic, of Arabic influence, as well as of Yiddish. Authors
such as Moses Mendelssohn and Abraham Mapu sought a purity
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from biblical Hebrew for poetry and prose, while at the same time
looking to develop the language to be able to express themselves
in contemporary literary forms.
Hopes for true emancipation were eroded with the rise of racial
anti-Semitism, and, with the increasing popularity of Zionist aspirations in the wake of the Russian pogroms in the 1880s, enthusiasm for the revival of the Hebrew language took a new turn. The
prime mover of this second revival was the Russian-born Eliezer
Ben Yehudah who lived in Jerusalem from 1881 and devoted his
life to furthering his vision of Hebrew as the main language of a
new Jewish homeland. He worked tirelessly on his dictionary,
adapting the language to modern needs, and through the establishment of the Va-ad Ha’Lashon (from 1953 the ‘Academy of the
Hebrew Language’) built words and expressions from biblical and
Mishnaic Hebrew, including loanwords from Arabic, Greek and
Latin. Although much of this vocabulary was replaced later as a
result of some resistance and the influence of immigrants from a
variety of countries, the use of Hebrew as a spoken language, and
importantly as the language of instruction in schools, had spread,
so that by 1922 the British Mandate recognized it as one of the
country’s official languages.
The Academy is still busy, monitoring the enormous influx of
foreign words and expressions entering the language every day. In
this book we have tried to keep to the most up-to-date conversational language without slipping into slang. However, the boundaries between colloquial and slang are inevitably controversial and
some may find that we have erred to one side or the other at
certain points in the course. On the whole, we have tried to steer
a middle course between the strictly grammatical and common
everyday usage.
How to work through this course
Dialogues
There are two or three dialogues in each unit that introduce the
vocabulary and language points of the lesson’s topic. Begin by
reading the dialogues: in the earlier units, they are both transliterated and translated to help you with pronunciation and comprehension. In the later ones the translations (Unit 9) and then
transliterations (Unit 10) are dropped – although if you want help
6
you will find the transliterations in an appendix at the end of the
book. The vocabulary list is really all you will need.
We thoroughly recommend purchasing the tapes or CDs to listen
to the dialogues – there is no substitute for hearing the spoken
language.
Vocabulary
All new words in the dialogues (and exercises) are transliterated
and translated. To familiarize yourself with the new words look
through the vocabulary list after reading the dialogue.
Once you are comfortable with the text, memorize the new
vocabulary (sometimes it is easier to remember a phrase than a
single word). Learn it both ways: cover the translation and read
the Hebrew, and then see if you can remember the Hebrew from
the English. Go back over the new words at the end of each unit.
The vocabulary is introduced once in a unit; most words will
then appear in the glossaries. If you find a word which you do not
understand and which is not in the vocabulary list, you may well
have come across it before and have forgotten it, so check in the
glossaries.
Language points
We have tried to keep explanations simple and to provide helpful
examples. Memorizing the examples by reading them aloud will
help you learn the language structures and expressions. Always go
back to the dialogue to put them into context.
Exercises
When you feel comfortable with the text (and new vocabulary)
and have gone through the language points, turn to the exercises.
These are aimed at helping you with grammar and language structures and provide a springboard for you to use the language you
have just learnt.
Try not to skip any or to look at the key until you have finished.
You can then correct and learn from your mistakes. When you go
back to an earlier unit, you’ll enjoy confirming your correct
answers. We also suggest that you do the exercises in writing: this
will help reinforce what you have learnt.
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Verbs
As you will see, the system of verb roots is central to the Hebrew
language. There is a comprehensive verb glossary at the end of the
book that includes most verbs used in the course. Once you have
learnt a couple of verb groups you should begin to consult it, as
it will help you internalize the rules of verb conjugation, enabling
you to apply these to new verbs and to understand the basic logic
of the language as a whole. You will find that you get better at
this as the course progresses: by the end you should be able to
consult any dictionary that gives verb roots and be able to use
them.
Tapes and CDs
Use the tapes or CDs with each unit; read the dialogue, familiarize
yourself with the new vocabulary and then listen to the recording,
paying attention to the pronunciation. Listen again until you begin
to understand comfortably.
The tapes/CDs will also give you an opportunity to get your
tongue around some of the new words and phrases introduced and
practise your Hebrew through role plays and exercises.
And now, with no more ado, it’s time to get started on the
course – here’s to your success! b’hatslakhah! ! ‰ Á Ï ˆ ‰ ·
1 ˙ȯ·Ú ·«˙ÎÏ ‡«¯˜Ï
Reading and
writing Hebrew
In this unit you will learn:
•
•
•
•
the Hebrew Aleph Bet and vowel system
how to read simple Hebrew words
how to write Hebrew
some names of towns and countries
Shalom
Ì«Ï÷
The word shalom, often the first Hebrew word many people hear,
means ‘peace’ and is used as a greeting. This is how it looks in
Hebrew. It may seem strange to you now, but when you’ve worked
through this unit the new alphabet will begin to look familiar; and
when, further on in the course, you look back it will be even clearer.
Here are a few basic points to note before we look at the letters
themselves:
• Hebrew is written from right to left.
left to right from written is Hebrew.
• There are no capital letters.
• There are twenty-two letters in the Hebrew alphabet (aleph bet),
two of which are used as vowels as well as consonants
( È and  ).
• Five letters assume a different form when they appear at the end
of a word.
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• Vowels are indicated by dots and dashes below and above the
letters, but most modern texts are ‘unpointed’ i.e. the vowel signs
do not generally appear in written material today. (They do
appear in many biblical and liturgical texts.)
• The square script you see here is used in printed material while
a much more rounded cursive script (often referred to simply as
‘script’) is used for handwriting.
The Aleph Bet
Let’s now look at the Hebrew alphabet (see the chart on the next
page). It may seem daunting at first, but if you go through it slowly
it should soon make sense. We have included the handwritten script
for future reference, but for now you should just concentrate on
the printed form.
There are various ways to remember the letters; one way is to
look at the letter, read the corresponding transliteration and
pronunciation guide and try to create an image to relate the two.
Some are easier than others: for instance, look down the transliteration list until you come to the letter r; the Hebrew letter for
that sound is ¯ which looks like a mirror image of the English r.
Look down the list for l, in Hebrew it is Ï ; we have used the word
‘lightning’ in our pronunciation guide since you could, with a little
imagination, liken this letter to a flash of lightning.
Mnemonics such as these can be a great help, but you may
simply prefer to concentrate on noticing the shape of the letters
in detail, such as the plinth at the base of the letter · . Don’t worry
about working the chart too hard. The exercises that follow will
help you to distinguish the letters and give you practice in recognizing them. And of course you can always refer to the chart as
you work through the book.
10
The Alphabet aleph bet ˙È· Ûχ
The consonants ha’itsurim Ìȯ»ˆÈÚ‰
Handwritten Pronunciation Transliteration Hebrew
script
print
Name
of letter
glottal
stop
–
(hyphen)
‡
aleph
big
van
b
v
bet
vet
goat
g
door
d
hello
h
van
v
zip
z
Loch
kh
tail
t
yo-yo
y
cat
Loch
k
kh
lightning
l
memo
m
noodle
n
sun
s
glottal
stop
–
(hyphen)
√
·
‚
„
‰
Â
Ê
Á
Ë
È
ƒ
Í/Î
Ï
Ì/Ó
Ô/
Ò
Ú
pot
fun
p
f
nuts
ts
kick
k
run
r
shoe
sh
sing
s
tail
t
¬
Û/Ù
ı/ˆ
˜
¯
÷
◊
˙
gimel
daled
hey
vav
zayin
khet
tet
yod
kaf
khaf
lamed
mem
nun
samekh
ayin
pey
fey
tsadi
kof
reysh
shin
sin
tav
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Questions and answers
Q Why do some letters look the same (are grouped together),
but one has a dot in it and they are pronounced differently?
A They are the same letter; the dot (or dagesh) inside these 3
letters ( Ù, Î, · ) ‘hardens’ the pronunciation (you close the
lips or the throat). Grammar rules determine when these dots
are inserted, but all you need to remember through this
course is that when these consonants appear at the beginning
of a word they always assume a ‘hard’ sound. (You will learn
how to pronounce the letters within words through the
transliteration we will provide with all new vocabulary.) At
the beginning of a word
· will be pronounced as b berez (tap) ʯ·
Î will be pronounced as k kadur (ball) ¯Â„Î
Ù will be pronounced as p perakh (flower) Á¯Ù
f
Q What are these letters shin ÷ and sin ◊ with dots on them;
v
kh
how will I remember which is which?
A These letters look a little like sailing ships; reading from right
to left, the ship is by the shore with the dot on the right, and
then moves out to sea with the dot on the left.
Q Some letters appear to have a second or third form, which
does not have a dagesh/dot in the middle – why is this?
A The alternative form you are noticing is the ‘final’ form, the
form the letter takes when it appears at the end of a word.
As we mentioned earlier, there are five of these and they are
called final letters otiyot sofiyot ˙«ÈÙ«Ò ˙«È˙«‡ :
ÍÏÓ
(Í)Î
ÌÈÓ
(Ì)Ó
ÔÈ·
(Ô)
ÛÚ
(Û)Ù
ıÚ
(ı)ˆ
Note that apart from the m Ì , the final letters are longer than the
melekh (king)
mayim (water)
binyan (building)
anaf (branch)
ets (tree)
rest of the aleph bet, extending below the line. Therefore a final
nun Ô will be longer than a vav  . One way to help you remember
the final forms is to think of the extension as an uncurling of the
12
letter – curl it up again and you will see the more usual form.
Q Why do different letters have the same sound?
A This also happens in English: think of c and k. It may be that
at some time in the past, the Hebrew letters were pronounced
differently. However, unlike English, once you have learnt the
sound of a Hebrew letter you can rely on it to be pronounced
as such in any word. ˙ will always be pronounced as t as in
tail (t in English, on the other hand, when followed by an i, is
pronounced sh as in initiation).
Here, for quick reference, are the Hebrew consonants with the
same sound:
◊=Ò
˜=ƒ
˙=Ë
Î=Á
Â=·
Ú=‡
NB The letter ‰ is not generally pronounced when it appears at
the end of a word, just like the second h in the name Hannah.
Borrowed consonants
In order to pronounce some foreign words that have crept into the
modern language, Hebrew has inserted an apostrophe after the
following three letters:
George/legion gi
beige/lesion
si
Charles/match ch
’‚
’Ê
’ˆ
Exercise 1
Train your your eye: circle the letter that matches the one in the
margin (remember that Hebrew reads from right to left, so always
start on the right).
˙
Ù
‰
¯
·
·
‰
Ó
˙
÷
Î
Á
ˆ

Ó
Á
· 1
Á 2
˙ 3
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Exercise 2
Which of the following letters correspond to the sound represented
by the transliteration in the margin? When you have circled it,
sound the other letters too for practice.
‰
‡
Ú
¯
Ô
Á
The vowels ha’tnuot
Û
˜
·
„
ˆ
‚
Ó
÷
·
Ù
Ù
Ë
d
ts
v
˙«Ú»˙‰
Vowels are indicated by dots and dashes below and above the
consonants. This, as we have seen, is known as ‘pointing’. We have
mentioned in the Introduction that most written material today is
unpointed, so we will generally not be using the vowel signs. It is
nevertheless important for you to be able to recognize them, since
(as already mentioned) there are occasions when even Hebrew
speakers need such pronunciation guidance – in foreign names for
instance.
In English, vowels can be pronounced in many ways; think of
the a in ‘apple’, ‘father’ and ‘ate’. Hebrew is simpler: apart from
a few exceptions, each vowel is pronounced in only one way. You
will notice from the chart that there is more than one sign for most
equivalent English vowels. The choice of which sign to use depends
on complex rules of spelling and grammar which do not concern
us in this course.
14
The vowels ha’tnuot ˙«Ú»˙‰
Pronounced
as in
Transliteration
glass
a
Sign
fiÃ
Vowel
ıÓfi˜fi
kamats
Á˙fi¬Ã
patakh
men
Õ
ȯÕȈÕ
e
hit
i
dog
o
tseyrey
Œ
Ï«‚ÒŒ
œ
˜È¯œÈÁœ
segol
khirik
ÌÏfi«Á
kholam
‡ÏÕÓfi ÌÏfiëÁ
«
put
u
kholam male
˜»¯»÷
»
shuruk
‹
sound of the
consonant
above it
short
slurred
sound
or silent
Ÿ
ı»·˜‹
kubuts
‡Â÷Ÿ
shva
Exercise 3
Here is a brand name written with vowel signs for the Israeli public.
Can you read the name of this breakfast cereal? Remember to
read from right to left.
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In pointed Hebrew you will come across the following combination vowels. Note that the shva sign on the right does not affect
the pronunciation of the vowel to which it is attached, except
when attached to a kamats.
Combination vowels tnuot khatufot ˙«Ù»ËÁ ˙«Ú»˙
name of vowel
combination vowel
(shva on the side)
sound
Ï«‚Ò ÛËÁ
Á˙Ù ÛËÁ
ıÓ˜ ÛËÁ
khataf segol
khataf patak
khataf kamats
¤
⁄
stays e as
in men
stays a as
in glass
fl
o as
in dog
Reading without vowels
As we explained in the Introduction, we will not be using the vowel
signs in this course, reflecting most written material in Israel today.
You may well be wondering how people can read without vowel
signs to guide their pronunciation, and more specifically how you
will learn to read without them.
A quick illustration should help. Look at this English sentence
without vowels – can you read it?
rdng wtht vwls s nt tht hrd
At first glance ‘rdng’ could mean ‘riding’ or ‘reading’, but the
context quickly tells you that ‘reading’ is more likely; so too with
the word ‘nt’ which could mean ‘net’, ‘nit’ or ‘not’; here it obviously means ‘not’. Thus the sentence actually reads ‘reading
without vowels is not that hard’ – the context has helped you out.
As you are learning the language you do need more help to
know how to pronounce words. This course will make use of
transliteration rather than vowel signs to guide your pronunciation,
so that you will immediately be able to recognize the unpointed
Hebrew word, as do Israelis.
16
The letters vav
Â
and yod
È
used as vowels
Israelis are not left completely high and dry: two consonants are
used as vowels in unpointed Hebrew.
The letter vav  indicates either the sound ‘o’ « as in ‘dog’ or
‘u’ » as in ‘put’. In unpointed Hebrew you would normally rely
on the context to tell you which sound is meant, but in this course
we have very often inserted the dots above and beside the vav to
help you.
In order to distinguish between vav as a vowel and vav as a
consonant with the sound ‘v’, vav as a consonant in unpointed
Hebrew is generally doubled: e.g.
 as in ‘intention’ kavanah ‰ÂÂÎ .
The letter yod
È
As a general rule, when reading unpointed Hebrew a yod in the
middle or end of a word is likely to be pronounced as ‘i’ in ‘bit’
or as one of the diphthongs (two vowels making one sound) below:
tie
ay
boy
oy
whey
ey
È
È«
È
matay
È˙Ó
oy!
!ȇ
beytsah
‰ˆÈ·
Writing Hebrew
We suggest that while doing the exercises at the end of this unit,
you try to copy the words using letters from the column headed
‘stick letters’ in the chart below. These closely resemble the printed
form and will help you to memorize the aleph bet. Israelis use the
handwritten script which the chart also shows you how to form.
We recommend that you come back to writing script only once
you feel secure with reading the printed form.
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Practise reading and writing
18
Exercise 4
Some letters look very similar – learn to distinguish between them:
Here are lists of words containing look-alike letters. Separate
the words into two groups, each containing one of the two letters
on the left.
Study the look-alike letters carefully and make a mental note
of their similarities and differences; e.g. „ looks like a door handle,
while ¯ is more rounded.
1 d/r
2 kh/t
¯/„
˙/Á
3 ts/ayin
4 kh/h
Ï‚¯ ,Ì„ ,·¯ ,È«¯ ,Û„ ,ı¯ ,˙Ï„ ,„„
,‰ÎÂÁ ,‰¯«˙ ,̯Á ,‰»Ó˙ ,˜Á◊Ó ,‰ÁÓ
‰˙Ó ,„¯˙
Ú/ˆ
‰/Á
,‰ÙˆÓ ,‰ÚÓ ,¯ÂÙȈ ,ÏÚ ,Ú‚¯ ,‰„ˆÓ ,ψ
·¯Ú
,ÌÂȉ ,„Ïȉ ,ÌÁÏ ,ËÈÈÁ ,ÏÁÓ ,·ÏÁ ,̉Ï
Ï„ÁÓ
5 v or b/kh or k
Î/·
,¯»„Î ,¯ÈÈÎÓ ,‰·Ï ,Ï»· ,Ê«¯Î
ʯ· ,¯˙Î ,÷˙ÎÓ
Exercise 5
Match the English sound in the list below to the Hebrew letter.
Example: n=3
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9
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6
5
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3
2
1
ˆ
Ò
¯
„
Ê
Í
÷

Ô
√
n, z, s, ts, b, final kh, sh, d, final n, r
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Exercise 6
Do you remember that two Hebrew letters can have the same
sound? In this exercise each of the English sounds will have two
corresponding Hebrew letters. Which of the Hebrew letters in the
table correspond to the following transliterations?
k = 3, 11 t = ___, ___ s = ___, ___
v = ___, ___ kh = ___, ___ silent = ___, ___
12
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7
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2
1
◊
ƒ
‡
Î
Ò
Á
ÂÂ
Ú
˙
˜
Ë
·
Keep testing yourself: Open the book at any page. Point to any
Hebrew word and see if you can identify the letters. Check against
the aleph bet chart.
You are now ready to read whole words. To start with, each of
the exercises will focus on one vowel at a time. Remember to read
from right to left!
Note that in Hebrew the stress usually falls on the last syllable.
Exercise 7
The only vowel in these words is ‘a’.
Cover over the English transliteration and read aloud. Write
your own transliteration on a separate piece of paper then check
against the transliteration provided.
6
5
4
3
2
1
ÒÙ
Û„
ÏÊÓ
˙·
Ï·‡
Ô„
12
11
10
9
8
7
Ì„‡
˜¯Ó
‰Ó
‰ÓÎ
‰¯Ù
÷Á
dan, aval, bat, mazal, daf, pas, nakhash, parah, kamah, pasal,
marak, adam
1 Which of the words above (1–12) begin with a ‘hardened’
consonant? (see p. 11 above, consonants with a dagesh)?
2 Which words contain a silent
‰ (see p. 12)?
20
Exercise 8
These words only contain the vowel ‘e’. In this group, unusually,
the stress falls on the first syllable.
Cover the transliteration and test your reading.
2
1
‡ÏÙ ıÚ ÍÏÓ „‚· „ÏÈ ÍÏ „¯˙ ¯ ÷÷ Ô˙ ÷È
12
11
10
9
8
7
6
5
4
3
ÔÎ
ken, yesh, ten, shesh, ner, tered, lekh, yeled, beged, melekh, ets, pele
1 Which of the words (1–12) above end with a final letter form
(ot sofit) (see p. 11)?
Exercises 9, 10, 11: Check your reading: the transliterations can be
found in the key at the back of the book and you can also hear
how to pronounce them on the tape or CD.
Exercise 9
These words contain only the vowel ‘i’:
¯È˜ ÔÈ„ ¯ÈÒ ÏÈÙ ¯ÈÚ ¯È÷ ÈÏ ÈÎ ÈÓ
Exercise 10
These words contain only the vowel ‘o’:
¯«˙ Ï«Á „«Ò Ï«Ê Û« Ì˙ ·«Ë ‰Ù ‡Ï
Exercise 11
These words contain only the vowel ‘u’:
„»„ Ì»˜ Ì»÷ ¯»‚ Ï»Ó Ï»· ‡»‰ ˙»˙ Ò»Ò
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Exercise 12
Now that you have practised reading you can begin learning the
meaning of some of the words you have read. This is how new
vocabulary will be presented throughout the rest of the book. From
right to left, you will be given the Hebrew, its transliteration, and
translation:
Vocabulary
but
aval
luck
mazal
what?
mah
yes
ken
who?
mi
she
hi
no/not
lo
here
poh
good
tov
he
hu
nothing
klum
Ï·‡
ÏÊÓ
?‰Ó
ÔÎ
?ÈÓ
‡È‰
‡Ï
‰Ù
·«Ë
‡»‰
Ì»ÏÎ
Exercise 13
Many continents, countries and towns have similar names in
English and in Hebrew. Try reading the following (the recording
should help with your pronunciation):
È„ÈÒ
‰ÈϯËÒ«‡
‰ÈË‚¯‡
˜¯«È-»È
‰¬«¯È‡
‰ÈÏËȇ
·È·‡-Ï˙
‰˜È¯Ù‡
χ¯◊È
Ô«„«Ï
amerikah
afrikah
eyropah
ostraliyah
angliyah
israel
italyah
argentinah
pariz
london
tel-aviv
nyu-york
‰˜È¯Ó‡
‰ÈÏ‚‡
Êȯ¬
sidni
22
Exercise 14
Label these items using words from the list of Hebrew words. They
are all similar to their English equivalents, so, with a little trial and
error, you should be able to work out what they mean. If you get
really stuck, try inserting the vowels systematically between the
consonants, in order a, e, i, o, u.
E.g. ‰Ù˜ ‘kp/fh’ can be kap/fah, kap/feh, kep/feh, kep/fah. It
is in fact kafeh, the Hebrew for ‘coffee’. (The correct transliterations are in the key.)
Remember that an ‘i’ sound is likely to be indicated by È , and
‘o’ and ‘u’ are « and » .
b
a
d
c
e
ÈË‚ÙÒ
‰Ù˜
¯‚¯»√Ó‰
Ô¯«˜-¬«¬
‰ˆÈ∆¬
1
2
3
4
5
Exercise 15
The following English sentence is written in Hebrew letters – can
you read it?
Ô˜ »È Ûȇ ˙√ ,»¯√ȉ Ô¯Ï »Ë „Ó È√ ˙ÒÓ »È
!Ï ȯ ‚ȇ»„ ¯‡ »È ÒÈ„ „ȯ
Hebrew handwriting script
Many shop signs and advertisements use the Hebrew handwriting
script, so you may want to spend a little time familiarizing yourself with this version of the Hebrew alphabet. (You will have a
chance to practise reading it in Unit 6.) Many of the letters are
almost the same as the printed version. The handwriting guide on
p. 17, which shows you how to form the letters, will give you a
clearer picture. Remember to make sure you feel comfortable with
reading the printed letters first.
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Exercise 16
Can you work out what the following labels are advertising? Match
the pictures to the list of words below.
a
c
b
d
1.
2.
3.
4.
5.
Chocolate
Minicrackers
Coca Cola
Lemon Tea
Crème Fraîche
e
Exercise 17
You can have a go at writing script by following the chart on
p. 17. Copy out the following words in script:
1 gir, nili, miki, bili, gil, dir
¯È„ ÏÈ‚ ÈÏÈ· ȘÈÓ ÈÏÈ ¯È‚
2 kol, oto, sof, bo, loto, zol
ÏÂÊ ÂËÂÏ ‡Â· ÛÂÒ Âˇ Ï«˜
2 χ¯◊È· ¯ËÈÙ
Peter arrives in
Israel
In this unit you will learn:
• to introduce yourself, to greet, welcome and say goodbye
to someone
• to construct a simple noun sentence
• to ask simple questions
• to make affirmative and negative statements
• the prepositions: ‘to’ l…’ / ‘from’ mi…’ / ‘in’ b…’
• the personal pronouns
• the definite article ‘the’ ha’ ‰
• the conjunction ‘and’ v…’ Â
• noun gender
• the demonstrative ‘this’ zeh ‰ Ê / zot ˙ ‡ Ê
Dialogue 1
Peter Green has arrived in Israel and is met at the airport by a taxi
driver who will take him to his hotel in Tel Aviv.
?Ôȯ‚ ¯Ó ‰˙‡ ,‰ÁÈÏÒ
.Ôȯ‚ ¯ËÈÙ È‡ ,ÔÎ
!χ¯◊ÈÏ ‡·‰ Í»¯· ,Ì«Ï÷
?ÔÎ ,·È·‡-Ï˙· Ô«˙¯÷ Ô«ÏÓÏ ÂÈ÷ÎÚ
.‰÷˜·· ,ÔÎ
?Ô«„«ÏÓ ‰˙‡
.„¯«ÙÒ˜«‡Ó È‡ .Ô«„«ÏÓ ‡Ï È‡ ,‡Ï
?¯«ÒÙ«¯Ù ‰˙‡ !„¯«ÙÒ˜«‡ ,‰‡
.ȇ«˙ÈÚ È‡ ,‡Ï
:˙È«Ó ‚‰
:¯ËÈÙ
:˙È«Ó ‚‰
:¯ËÈÙ
:‚‰‰
:¯ËÈÙ
:‚‰‰
:¯ËÈÙ
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nehag monit:
piter:
nehag monit:
piter:
ha’nehag:
piter:
ha’nehag:
piter:
TAXI DRIVER:
PETER:
TAXI DRIVER:
PETER:
THE DRIVER:
PETER:
THE DRIVER:
PETER:
slikhah, atah mar grin?
ken, ani piter grin.
shalom, barukh ha’ba l’israel! akhshav l’malon
sheraton b’tel-aviv, ken?
ken, b’vakashah.
atah mi’london?
lo, ani lo mi’london. ani me’oksford.
ah! oksford. atah profésor?
lo, ani itonáy.
Excuse me, are you Mr Green?
Yes, I’m Peter Green.
Hello, welcome to Israel! Now to the Sheraton Hotel
in Tel-Aviv, is that right (Lit: yes) ?
Yes, please.
Are you from London?
No, I’m not from London. I’m from Oxford.
Ah, Oxford! Are you a professor?
No, I’m a journalist.
26
Vocabulary
driver
taxi
excuse me / sorry
you
Mr
welcome
to
(to) Israel
now
(to) hotel (Sheraton)
in
please
from
(from) London
I (am)
a journalist
‚‰
˙È«Ó
monit
‰ÁÈÏÒ
slikhah
‰˙‡
atah
¯Ó
mar
‡·‰ Í»¯·
barukh ha’ba
…Ï
l’
Ï ‡ ¯◊ È ( Ï )
(l’)israel
ÂÈ÷ÎÚ
akhshav
(
Ô
«
˙
¯
÷
)
Ô
«
Ï
Ó(Ï)
(l’)malon (sheraton)
…√
b’
‰÷˜··
b’vakashah
…Ó
mi’
Ô«„«Ï(Ó)
(mi’)london
È‡
ani
ȇ«˙ÈÚ
itonáy
nehag
Cultural note
Greetings
‘Peace’ shalom Ì«Ï ÷ is used to say ‘hello’ as well as ‘goodbye’ at
any time of day or night. It is also often used together with more
specific greetings.
Notice how the taxi driver welcomes Peter with shalom, barukh
ha’ba ‡·‰ Í»¯ · ,Ì«Ï÷ . Here the taxi driver adds barukh ha’ba
(Lit. ‘blessed is the one who comes’) as an extra welcoming gesture
to mark that the arrival is special.
Other time-specific greetings are often combined with shalom
Ì«Ï÷ , although they can be used on their own:
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·«Ë ¯˜«·
·«Ë ·¯Ú
Good evening
érev tov
·«Ë ‰ÏÈÏ
Good night
láylah tov
(Hello! Good morning! shalom! bóker tov! !·«Ë ¯˜«· !Ì«Ï ÷
Good morning
bóker tov
– note that shalom normally comes first.)
Another way to say goodbye is to use the word l’hitra-ot
˙«‡¯˙‰Ï , whose literal meaning is close to the French au revoir
or the English phrase ‘until we meet again’. l’hitra-ot is also often
combined with shalom – shalom, l’hitra-ot!
Language points
The noun sentence
Look at the sentence: I am Peter Green ani piter grin
Ôȯ‚ ¯ËÈÙ È‡ .
The literal translation of the Hebrew would be ‘I Peter Green.’
Hebrew implies, rather than expresses, the verb ‘to be’ in the
present tense.
Exercise 1
Now go back to the Hebrew dialogue and see if you can pick out
the seven noun sentences in which the verb ‘to be’ is implied. You
will find that this structure appears in both statements and questions. Check your answers with the English translation.
Questions
Questions in Hebrew are simple to form. The word order is the
same as in a statement, but the intonation changes as the pitch
rises towards the end of the sentence. (Listen to the dialogue on
the recording to hear the difference.)
28
Negation
In order to negate a statement or question, simply insert lo ‡Ï in
front of the word you are negating. Note that in Hebrew ‡Ï means
both ‘no’ and ‘not’.
Are you a professor? No, I am not a professor.
atah profésor?
lo, ani lo profesor
¯«ÒÙ«¯Ù ‡Ï È‡ ,‡Ï ?¯«ÒÙ«¯Ù ‰˙‡
Exercise 2
Go back to the dialogue: this time the taxi driver greets a different
man, approaching a Mr Cohen instead. Imagine you are Mr Cohen
and you come from New York. The taxi driver wants to know if
you are a journalist but in fact you are a professor. Read the
dialogue sentence by sentence, changing the words to fit this new
situation. Check your dialogue against the answer section.
Inseparable prepositions
You may have noticed that unlike English the prepositions ‘to’ l’
Ï , ‘from’ mi’ Ó and ‘in’ b’ √ are single letters attached to the
noun they precede. These are known as ‘inseparable prepositions’.
NB An apostrophe will indicate an inseparable preposition in our
transliteration.
‘mi’ becomes me’ before silent letters and some gutturals; e.g.
me’oxford. You will however often hear Israelis using mi’ in all
cases.
Exercise 3
See if you can pick out these prepositions in the dialogue. Read
them aloud.
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Exercise 4
How would you say the following?: to the Hilton hotel, from Ramat
Gan, to Eilat, from Petakh Tikvah, in Manchester, to Birmingham,
in Venezuela.
Exercise 5
Now let’s see how these four language points come together in
practice.
The following people come from different countries. Read the
sentences aloud, first as statements, and then change your intonation to turn them into questions. You can then answer in the negative as shown in the example. You may like to look back at Unit 1
to help you read the names of the countries.)
.‰ÈË‚¯‡Ó ‡Ï ‰Á ,‡Ï (?) ‰ÈË‚¯‡Ó ‰Á 1
‰ÈϯËÒÂ‡Ó ‰Ï‡»Ó
ÏÈʯ·Ó ‰ÏÈ÷
‰˜È¯Ó‡Ó ‰÷Ò
‰ÈÒ»¯Ó ÔÈÏÙ’ˆ Èϯ’ˆ
«˜ÈÒ˜ÓÓ «¯„Ù
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Dialogue 2
Peter meets some Israelis in the hotel bar later on that evening.
.Ôȯ‚ ¯ËÈÙ È‡ ,·«Ë ·¯Ú
ÈÏ÷ ‰¯·Á‰ ˙‡Ê ·«¯„ÒÎχ Òȯ«· È‡ ,„«‡Ó ÌÈÚ
.‰È«Ò
.„«‡Ó ÌÈÚ
?‰˙‡ ÔÈ‡Ó ,¯ËÈÙ Ì«Ï÷
.‰ÈÏ‚‡Ó È‡
?‰ÈÏ‚‡· ¯‚ ‰˙‡ ‰Ùȇ
?ÌȯÈÈ˙ Ì˙‡ ?Ì˙‡ ÔȇÓ .„¯«ÙÒ˜«‡· ¯‚ È‡
Ìȯ‚ »Á‡ ,ÌȯÈÈ˙ ‡Ï »Á‡ Ï·‡ ,‰ÈÒ»¯Ó »Á‡
.ı¯‡· ‰Ù
:¯ËÈÙ
:Òȯ«·
:¯ËÈÙ
:‰È«Ò
:¯ËÈÙ
:‰È«Ò
:¯ËÈÙ
:‰È«Ò
30
piter:
boris:
piter:
sonya:
piter:
sonya:
piter:
sonya:
PETER:
BORIS:
PETER:
SONYA:
PETER:
SONYA:
PETER:
SONYA:
érev tov, ani piter grin.
na-im me-od, ani boris aleksandrov v’ zot ha’khaverah
sheli sonya.
na-im me-od.
shalom piter, me’áyin atah?
ani me’angliah.
eyfoh atah gar b’angliah?
ani gar b’oksford. u’me’áyin atem? atem tayarim?
anákhnu me’rúsiah, aval anákhnu lo tayarim; anákhnu
garim poh ba’árets.
Good evening, I’m Peter Green.
Pleased to meet you (lit. ‘very pleasant’); I’m Boris
Alexandrov and this is my girlfriend Sonya.
Pleased to meet you.
Hello Peter, where are you from?
I’m from England.
Where do you live in England?
I live in Oxford. And where are you from?
Are you tourists?
We’re from Russia, but we’re not tourists; we live here in
Israel (lit. ‘in the land’).
Vocabulary
evening
érev (m.)
good
tov
pleased to meet you
na-im me-od
(lit: very pleasant)
and
v’
this
zot
the
ha’
friend (girlfriend)
khaverah (f.)
my
sheli
where from (lit. ‘from where’) me’áyin
where?
eyfoh
lives
gar (m.)
(garim, m. pl.)
tourists (tourist)
tayarim (m. pl.)
(tayar, m.)
but, however
aval
we
anákhnu
·¯Ú
·«Ë
„‡Ó ÌÈÚ
…Â
˙‡Ê
…‰
‰¯·Á
ÈÏ÷
ÔȇÓ
?‰Ùȇ
(Ìȯ‚)¯‚
(¯ÈÈ˙) ÌȯÈÈ˙
Ï·‡
»Á‡
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here
(in the) land (of Israel)
poh
(ba’)áretz
‰Ù
ı¯‡(·)
Cultural note
Note that ‘in the land’ ba’árets ı¯‡· always refers to the land of
Israel unless the context specifies otherwise. (To understand why barather than b- see Unit 3 for prepositions with definite articles.)
NB Word stress: as a rule, apart from borrowed words, which are
generally pronounced as in the language of origin, the stress falls
on the last syllable. When it falls elsewhere, our transliteration in
the vocabulary lists and glossary will indicate where the accent
should fall; e.g. anákhnu, áretz.
Language points
Personal pronouns
Let us now have a closer look at the personal pronouns. In the first
dialogue we learned ‘I’ ani È‡ and ‘you’ (m./sing.) atah ‰˙‡ .
Below is a complete list of personal pronouns. Note that while
there is only one form for the first person, Hebrew makes a gender
distinction in the second and third persons. When referring to a
mixed group of people, the masculine form is used.
I
ani (m./f.)
you
atah (m.)
you
at (f.)
he
hu
she
hi
we
anákhnu (m./f.)
you
atem (m. pl.)
you
aten (f. pl.)
they
hem (m. pl.)
they
hen (f. pl.)
È‡
‰˙‡
˙‡
‡»‰
‡È‰
»Á‡
Ì˙‡
Ô˙‡
̉
Ô‰
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The definite article ‘the’ ha’
‰
Hebrew has no indefinite article (‘a’ or ‘an’) but it does have a
definite article. ‘The’ ha’ ‰ is attached to the noun like an inseparable preposition:
girlfriend khaverah
‰¯·Á
the girlfriend ha’khaverah
‰¯·Á‰
NB Proper names, as in English, are by nature definite and will
therefore never be preceded by the prefix ha’ ‰ .
The conjunction ‘and’ v’
Â
In Hebrew ‘and’ v’ Â , like ‰ , is not a separate word as it is in
English but always appears as a prefix; e.g. Boris and Sonya
‰È«Ò Òȯ«· .
You can attach more than one prefix to a noun at the same
time: e.g. Boris and the girlfriend will be Boris v’ha’khaverah
‰¯·Á‰Â Òȯ«· .
NB Like inseparable prepositions, ‘the’ ha’ ‰ and ‘and’ v’
followed by apostrophes in our transliteration.
 are
Exercise 6
1 How would you say the following?
the hotel
the professor the journalist
the taxi
2 Now can you say?
the hotel and the lobby*, the pizza and the coffee, the
journalist and the professor
* ‘lobby’ is a common Hebrew word, pronounced as in English.
Exercise 7
Ask the following questions in Hebrew and answer using the cues
given in brackets. Look back to the list of personal pronouns to
help you.
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Example:
Are you from Alaska? No, I’m from England (angliyah).
.‰ÈÏ‚‡Ó È‡ ,‡Ï ?‰˜ÒÏ‡Ó ‰˙‡
1
2
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4
Are the Beatles from Bristol? (No, they’re from … )
Is Mussolini from Russia? (No, he’s from … )
Is Shakespeare from Glasgow? (No, he’s … )
Is Indira Gandhi from England? (No, she’s from … *)
*India=hódu »„«‰
5 Are you from Venezuela? (No, I’m from … )
‘Where?’ eyfoh
me’ayin Ô È ‡ Ó
‰Ùȇ
and ‘from where?’
me’ayin ÔÈ‡Ó is the correct word to use when asking where
someone or something is from, but you will also very often hear
Israelis using me’eyfoh ‰ÙÈ‡Ó (lit. mi ‘from’ and eyfoh ‘where’).
Although the stress does fall on the last syllable, you will often
hear it pronounced éyfoh.
Exercise 8
Where will you find these famous buildings?
The list below contains the answers but in the wrong order.
Use them and insert the preposition ‘in’ b’ √ .
Example:
.Ô«„«Ï· Ô· ‚È·‰ ?Ô· ‚È·‰ ‰Ùȇ 1
?ÔÈÏÓ¯˜‰ ‰Ùȇ 4
?Ô· ‚È·‰ ‰Ùȇ 1
?Ì»‡ÈÒ«Ï«˜‰ ‰Ùȇ 5
?ÒÈÏ«Ù«¯˜‡‰ ‰Ùȇ 2
?Ô«‚ËÙ‰ ‰Ùȇ 6
?Ì„¯Ë« ‰Ùȇ 3
‰ÂÂ˜Ò«Ó ,‡Ó«¯ ,Ô«Ë‚È˘Â ,Ô«„«Ï ,‰»˙‡ ,ÊȯÙ
34
Exercise 9
Match the questions and answers:
Ô«ÏÓ·
‰˜È¯Ó‡Ó
»Ï‚ȇ·
„¯ÂÙÒ˜«‡·
„Ï«„˜ÓÓ
‰ÈÈ·Ó«Ï«˜Ó
‡
·
‚
„
‰
Â
?¯‚¯»·Ó‰‰ ÔȇÓ
?È·«Ï‰ ‰Ùȇ
?¯ÈÈ˙‰ ÔȇÓ
?‰ËÈÒ¯·È»‡‰ ‰Ùȇ
?‰Ù˜‰ ÔȇÓ
?*«ÓȘ҇‰ ¯‚ ‰Ùȇ
1
2
3
4
5
6
*eskimo=Eskimo
Noun gender
Hebrew nouns have two genders, masculine and feminine.
Feminine nouns are easier to distinguish than masculine nouns,
since most feminine nouns, in the singular, end with either an ‘ah’
sound or ‘et’ or ‘it’ – their final letters being ‰ or ˙ :
A male friend is khaver
A male journalist is
˙ȇ«˙ÈÚ .
¯·Á ; a female friend khaverah ‰¯·Á .
ȇ«˙ÈÚ ; a female journalist is itona-it
From now on the vocabulary lists will tell you whether a noun is
masculine or feminine.
Exercise 10
Go back to Unit 1 to the list of food in Exercise 14. Which noun(s)
do you think are feminine?
NB Unlike English, Hebrew has no neuter, so never refers to
anything as ‘it’. People, places and objects are all either ‘he’ or
‘she’ depending on their grammatical gender.
You will find it helpful to remember that the names of countries
and cities are always feminine, as are the words for ‘country’ érets
ı¯‡ and ‘city’ ir ¯ÈÚ .
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Exercise 11
Are these nouns masculine or feminine?
,Ò»√«Ë«‡ ,Ô«¯Ë‡È˙ ,Ô«ÏÓ ,‰ÈȯˆÈÙ ,·¯Ú ,‰¯·Á ,˙È«Ó
Ì„¯ËÒÓ‡ ,Ô«‡Ê»Ó ,‰È‚Ï· ,‰È¯ËÈÙ˜
Dialogue 3
Boris and Sonya are joined by their cousin from Holland who is
staying in the hotel. They introduce him to Peter:
.„Ï«‰Ó ÈÏ˘ ·«¯˜ ,Ô‡È ‰Ê :Òȯ«·
.¯ËÈÙ „‡Ó ÌÈÚ
:Ô‡È
?¯ÈÈ˙ ‰˙‡ ,ı¯‡· ‰◊«Ú ‰˙‡ ‰Ó .Ô‡È „‡Ó ÌÈÚ :¯ËÈÙ
‰Ù Ì‚ È‡Â Ìȯ·Á ‰ÁÙ÷Ó ¯˜·Ó È‡ ,˜»È„· ‡Ï
:Ô‡È
.ÌȘÒÚÏ
boris:
yan:
piter:
boris:
zeh yan, karov sheli me’holand.
na-im me-od piter.
na-im me-od yan. mah atah oseh ba’árets, atah tayar?
lo b’diyuk, ani mevaker mishpakhah v’khaverim v’ani gam
poh l’asakim.
BORIS: This is Jan, my relative from Holland.
JAN:
Pleased to meet you, Peter.
PETER: Pleased to meet you, Jan. What are you doing in Israel? Are
you a tourist?
JAN:
Not exactly, I am visiting family and friends and I’m also here
on(for)* business.
*Note that l’ means both ‘to’ and ‘for’.
36
Vocabulary
this
zeh (m.)
relative, relation
karov (krovah, f.)
what?
mah
does
oseh
exactly
b’diyuk
visits
mevaker
family
mishpakhah (f.)
(and) friends
(v’)khaverim (m. pl.)
(for) business
(l’)asakim (m. pl.)
‰Ê
(‰)·«¯˜
?‰Ó
‰◊«Ú
˜»È„·
¯˜·Ó
‰ÁÙ÷Ó
Ìȯ·Á(Â)
ÌȘÒÚ(Ï)
Language Point
The demonstrative pronouns zeh
zot ˙ ‡ Ê
‰Ê
and
Look at the dialogues and see how Sonya and Jan are introduced;
zot Sonya / zeh Jan. Notice how Hebrew distinguishes here between
masculine and feminine.
Exercise 12
?˙‡Ê ‰Ó ?‰Ê ‰Ó
Name the pictures using the list below together with the correct
form of the demonstrative zeh ‰Ê / zot ˙‡Ê ; e.g. that’s a telephone
zeh telefon Ô«ÙÏË ‰Ê :
telephone
télefon (m.)
street
rekhov (m.)
Allenby Street
rekhov álenbi
(note: Hebrew reverses the order: Street Allenby)
house
báyit (m.)
train
rakévet (f.)
Ô«ÙÏË
·«Á¯
È·χ ·«Á¯
˙È·
˙·Î¯
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office
misrad (m.)
shop
khanut (f.)
room
khéder (m.)
bus
ótobus (m.)
town
ir (f.)
„¯◊Ó
˙»Á
¯„Á
Ò»√«Ë«‡
¯ÈÚ
Now repeat the exercise, this time covering the vocabulary list.
Check to see if you’ve managed to remember the new vocabulary!
38
Exercise 13
You are at a friend’s house in Tel Aviv and have arranged to meet
a colleague at work, but have forgotten the address. You do
however have the telephone number:
1 Ask your friend where the telephone is.
2 You have managed to get through – ask your colleague
where the office is.
3 Your colleague says it’s on Dizengoff Street, but you can’t
quite hear his reply, so you repeat, “The office is on
Dizengoff Street, right (nakhon Ô«Î )?”
4 Your friend tells you that you need to take the bus and
accompanies you to the stop where a bus is approaching: “Is
this the bus to Dizengoff Street?” you ask.
5 Say goodbye to your friend as you get on the bus…. and
have a good meeting!
Exercise 14
The following is a dialogue between Eyal Barenboim and Daniel
Berkovitch who are sharing a taxi from Ben Gurion Airport nemal
ha’teufah ben guryon ԫȯ»‚ Ô· ‰Ù»Ú˙‰ ÏÓ to Jerusalem
yerushaláyim ÌÈÈÏ÷»¯È .
Read the dialogue aloud. Can you say what Eyal and Daniel are
doing in Israel?
.„«‡Ó ÌÈÚ ,ÌÈ«·¯· Ïȇ È‡ ,Ì«Ï÷ :Ïȇ
?Ïȇ ,‰˙‡ ÔÈ‡Ó .„«‡Ó ÌÈÚ ,’ıÈ·«˜¯· χÈ„ :χÈ„
.‰ÈË‚¯‡Ó È‡ :Ïȇ
?¯ÈÈ˙ «‡ ‰ÁÙ÷Ó ¯˜·Ó ‰˙‡ :χÈ„
.¯ÈÈ˙ ˜»È„· ‡Ï Ì‚Â ,‰ÁÙ÷Ó ¯˜·Ó ‡Ï È‡ ,‡Ï :Ïȇ
?‰◊«Ú ‰˙‡ ‰Ó .˯ˆ«˜Ï ‰Ù È‡Â ,ȇ˜ÈÒ»Ó È‡
.ı¯‡· ‰Ù ¯‚ Ì‚ È‡ .‰„‡ÈÙÓÈÏ«‡· ,ȇ˯«ÙÒ È‡ :χÈ„
(They shake hands.)
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3 ?÷‚ÙÈ‰Ï ¯÷Ù‡
Can we meet?
In this unit you will learn:
the prepositions Ï ,√ + ‘the’ ‰
some time words
how to ask how someone is
‘it is (not) possible’ efshar/ i efshar ¯ ÷ Ù ‡ È ‡ / ¯ ÷ Ù ‡
+ the Hebrew infinitive
• verbs – the present tense (Group 1)
• the conjunction and relative pronoun she’… ÷
• cardinal numbers 1–20 (m./f.)
•
•
•
•
Dialogue 1
Peter is a journalist, preparing an article on Israel. He speaks some
Hebrew and is planning to travel around the country to gather
material. His guide, Maya, is a radio journalist who has been asked
to help him. Having arrived in Israel, Peter is now keen to get going
and contacts Maya at her office.
.¯ËÈÙ ¯·„Ó ,‰È‡Ó Ì«Ï÷
?ÍÓ«Ï÷ ‰Ó ,Ì«Ï÷
.‰„«˙ ·«Ë
?‰˙‡ ‰Ùȇ
¯÷Ù‡ È˙Ó .·È·‡-Ï˙· Ô«˙¯÷ Ô«ÏÓ· ,ı¯‡· ‰Ù ¯·Î È‡
?÷‚ÙȉÏ
?¯„Ò· ‰Ê ,Ú·÷· .ÈÏ÷ „¯◊Ó· ·¯Ú‰ ÷‚ÙÈ‰Ï ¯÷Ù‡
!ÔÈÈ»ˆÓ ,ÔÎ
.·¯Ú‰ ˙«‡¯˙‰Ï ʇ
!˙«‡¯˙‰Ï !ÈÙ«È
:¯ËÈÙ
:‰È‡Ó
:¯ËÈÙ
:‰È‡Ó
:¯ËÈÙ
:‰È‡Ó
:¯ËÈÙ
:‰È‡Ó
:¯ËÈÙ
40
piter:
maya:
piter:
maya:
piter:
maya:
piter:
maya:
piter:
PETER:
MAYA:
PETER:
MAYA:
PETER:
MAYA:
PETER:
MAYA:
PETER:
shalom maya, medaber piter.
shalom, mah shlomkha?
tov todah.
eyfoh atah?
ani kvar poh ba’áretz, b’malon sheraton b’tel-aviv.
matay efshar l’hipagesh?
efshar l’hipagesh ha’érev ba’misrad sheli. b’shéva zeh
b’séder?
ken, metsuyan!
az l’hitra-ot ha’érev.
yofi! l’hitra-ot!
Hello Maya, (it’s) Peter speaking.
Hello, how are you?
Fine thanks.
Where are you?
I’m (lit. ‘already’) now here in Israel, in the Sheraton Hotel in
Tel Aviv. When can we (lit. ‘is it possible to’) meet?
We can meet this evening at my office. At seven; is that OK?
Yes, excellent!
So, see you this evening.
Great! See you later!
Vocabulary
(he) speaks
medaber
how are you?
mah shlomkha
fine, thanks
tov, todah
already
kvar
when
matay
it is possible
efshar
to meet
l’hipagesh
(at) seven
b’shéva
all right
b’séder
excellent
metsuyan
so, then
az
great!
yófi!
¯·„Ó
?ÍÓ«Ï÷ ‰Ó
‰„«˙ ,·«Ë
¯·Î
È˙Ó
¯÷Ù‡
÷‚ÙȉÏ
Ú·÷(√)
¯„Ò·
ÔÈÈ»ˆÓ
ʇ
!ÈÙ«È
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Language points
How are you?
To find out how someone is, you would ask mah shlomkha?
?ÍÓ«Ï÷ ‰Ó to a man and mah shlomekh? ?ÍÓ«Ï÷ ‰Ó to a
woman.
One hopes you would get the answer tov, todah ‰ „«˙ , ·«Ë , and
probably be asked in your turn v’mah shlomekh / mah shlomkha?
?ÍÓ«Ï÷ ‰Ó .
Inseparable prepositions + ‘the’
‰
When the prepositions b’ and l’ Ï ,· are attached to definite nouns,
‘the’ ‰ is dropped and Ï ,· are pronounced ba and la. It is useful
to show the vowels here in order to explain how this works (see
vowel table on p. 14):
Ïà = ..‰Ã + ..ÏŸ
Example:
in an office (b’misrad)
and
√à = ..‰Ã + ..√Ÿ
„¯◊Ó√ ; in the office (ba’misrad) „¯◊Ó√
Without vowels, the words look the same but you will know how
to pronounce them correctly from the context.
NB Our third inseparable preposition ‘from’ mi’
contract when combined with ha’ ‰ :
from the office me’ha’misrad
Ó does not
„¯◊Ó‰Ó
Remember that proper names are definite by nature and do not
take ‘the’ ‰ . The prepositions therefore do not change either. In
Tel Aviv is b’tel-aviv ·È·‡-Ï˙√ .
Composite names such as the Sheraton Hotel are also definite,
are not preceded by ‰ in Hebrew, and the prepositions √ and Ï
do not change: in the Sheraton Hotel is b’malon sheraton
ÔÂ˙¯÷ Ô«ÏÓ√ .
42
Some time words
This evening ha’érev ·¯Ú‰ , literally means ‘the evening’. However
in the context of designating a particular section of time, ‘the’ ‰
comes to mean ‘this’; hence this evening. The same construction
is used for other time words:
this morning ha’bóker
tonight ha’láylah
today ha’yom
¯˜«√‰
‰ÏÈω
̫ȉ
this week ha’shavú-a
Ú»·÷‰
this month ha’khódesh
this year ha’shanah
÷„«Á‰
‰÷‰
Exercise 1
You are trying to make an appointment with a colleague and are
having trouble pinning him down. Here are your colleague’s
answers. What were the questions? Once you have worked them
out in English, try asking them in Hebrew. (Check your answers
with the key at the back of the book, paying attention to the correct
pronunciation of the prepositions.)
Example:
Are you in the office this morning? atah ba’misrad ha’bóker?
?¯˜«·‰ „¯◊Ó· ‰˙‡
¯˜«·‰ „¯◊Ó· ‡Ï
̫ȉ (all kol) ÏÎ ¯ÈÚ· ‡Ï
Ú»·÷‰ Ò¯»˜·
(afterwards akhar kakh) ÍÎ ¯Á‡Â,÷„«Á‰ ÏÎ Ò¯»˜ ·
È‡ ,‡Ï
È‡ ,‡Ï
È‡ ,‡Ï
È‡ ,‡Ï
ÛȯË·
([I’m] not sure lo batú-akh) … Á»Ë · ‡Ï ?‰ ÷‰
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Possible or not possible? efshar ¯÷Ù‡ or
i efshar ¯÷Ù‡ ȇ and the Hebrew infinitive
In Dialogue 1 Peter asks, “Can we meet?” – literally ‘Is it possible
to meet?’ efshar l’hipagesh? ?÷‚ÙÈ‰Ï ¯÷Ù‡
Hebrew uses the same construction as English:
…Ï + ¯÷Ù‡
In the negative: it is not possible i efshar ¯÷Ù‡ ȇ
‘is it possible’ to + infinitive: efshar l’ …
Example:
It is possible to meet at three – it’s not possible to meet at six
efshar l’hipagesh b’shalosh – i efshar l’hipagesh b’shesh
6.00 · ÷‚ÙÈ‰Ï ¯÷Ù‡ ȇ – 3.00 · ÷‚ÙÈ‰Ï ¯÷Ù‡
The Hebrew infinitive begins with Ï ‘to’ as in English. The vowel
attached depends on the verb. The rules governing this are too
complicated for the beginner and it is simpler at this stage to learn
how to pronounce the infinitive form as it is introduced.
… ¯÷Ù‡ (ȇ)
to see li’rot ˙ «‡¯ Ï
to write li’khtov ·«˙ÎÏ
to think la’khshov ·«÷ÁÏ
to visit le’vaker ¯˜·Ï
to go, to walk la’lékhet ˙ÎÏÏ
44
Exercise 2
Match the phrases in column A with those in column B to sort out
these jumbled Hebrew sentences.
New vocabulary
movie
séret (m.)
fax
faks (m.)
in silence
b’shéket
A
.χ¯◊È· ı»√Ș·
?‰÷˜·· ˘÷·
.·¯Ú‰ ˯Ò
?Ô«ÏÓ· ¯„Á√ Ò˜Ù
?˘¯Ó¯¬»ÒÏ
˯Ò
Ò˜Ù
˘÷·
˙«‡¯Ï
¯˜·Ï
·«˙ÎÏ
˙ÎÏÏ
·÷ÁÏ
B
¯÷Ù‡
¯÷Ù‡
¯÷Ù‡
¯÷Ù‡
¯÷Ù‡
Dialogue 2
Peter is out in the street and realizes that he has forgotten Maya’s
office address. Pen and paper at the ready he rings her again on his
mobile phone and she gives him the information.
?ÍÏ÷ ˙·«˙Ή ‰Ó ,È‡ ·»÷ ‰Ê
?·˙«Î ‰˙‡ .÷‚ÙÈ‰Ï ¯÷Ù‡ ȇ ˙·«˙Î ÈÏ· ,˜„«ˆ ‰˙‡
.·˙«Î È‡ ,ÔÎ
.(Ìȯ◊Ú) 20 ¯ÙÒÓ ‰„Â‰È Ô· ·«Á¯
.(˘«Ï˘) 3 ¯ÙÒÓ Ò»·«Ë«‡ Íȯˆ ‰˙‡÷ ˙·÷«Á È‡Â
?‰Á˙‰Ó ˜«Á¯ „¯◊Ó‰ .‰·¯ ‰„«˙
.·«¯˜ „‡Ó ‰Ê ,‡Ï
.ÈÈ· ,˙«‡¯˙‰Ï !ÈÙ«È
:¯ËÈÙ
:‰È‡Ó
:¯ËÈÙ
:‰È‡Ó
:¯ËÈÙ
:‰È‡Ó
:¯ËÈÙ
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piter:
maya:
piter:
maya:
piter:
maya:
piter:
PETER:
MAYA:
PETER:
MAYA:
PETER:
MAYA:
PETER:
zeh shuv ani, mah ha’któvet shelakh?
atah tsodek: bli któvet i efshar l’hipagesh.
atah kotev?
ken, ani kotev.
rekhov ben yehudah mispar 20 (esrim). v’ani
khoshévet she’atah tsarikh ótobus mispar 3
(shalosh).
todah rabah. ha’misrad rakhok me’ha’takhanah?
lo, zeh me-od karov.
yofi! l’hitra-ot, bay.
It’s me again; what’s your address?
You’re right: without an address we can’t (lit. ‘it’s not
possible to’) meet! Are you writing?
Yes, I’m writing.
Ben Yehuda Street number 20, and I think (that) you need
bus number 3.
Many thanks. Is the office far from the bus stop?
No, it’s very near.
Great! See you, bye!
Vocabulary
again
address
write(s)
is right
without
she thinks
that
(to be) need(ing)
many thanks
number
twenty (20)
three (3)
far
stop (bus stop)
very
near
shuv
któvet (f.)
kotev
tsodek
bli
khoshévet
she’
tsarikh (m.)/tsrikhah (f.)
todah rabah
mispar (m.)
esrim
shalosh
rakhok
takhanah
me-od
karov
·»÷
˙·«˙Î
·˙«Î
˜„«ˆ
ÈÏ·
˙·÷«Á
…÷
‰Îȯˆ/Íȯˆ
‰·¯ ‰„«˙
¯ÙÒÓ
Ìȯ◊Ú
÷«Ï÷
˜«Á¯
‰Á˙
„‡Ó
·«¯˜
46
Language points
Tsarikh
Íȯˆ
Tsarikh Íȯ ˆ strictly speaking is an adjective (with m. and f. forms)
but is best translated in English by the verb ‘to need’. Like ¯ ˘Ù‡
above, it can also be followed by an infinitive:
Ò»√«Ë«‡ Íȯˆ ‰˙‡
Ú«ÒÏ ‰Îȯˆ ˙‡
You (f.) need to travel at tsrikhah li’nsó-a
You need a bus atah tsarikh otobus
In the negative just add ‘not’ lo
‡Ï :
You do not need to walk, it is possible to go by bus
lo tsarikh la’lékhet ba’régel – efshar linsó-a b’ótobus
Ò»·«Ë«‡· Ú«ÒÏ ¯÷Ù‡ – Ï‚¯· ˙ÎÏÏ Íȯˆ ‡Ï
She’…
…÷
– that, who, which
The prefix she’… …÷ joins two parts of a sentence together. It is
both the conjunction ‘that’ as in:
‘I think that it is far’ ani khoshev she’zeh rakhok
˜«Á¯ ‰Ê÷ ·÷«Á È‡
and the relative pronouns ‘who’ and ‘which’ as in:
The address, which I am writing down is in Tel Aviv
ha’ktovet she’ani kotev hi b’tel-aviv
·È·‡-Ï˙· ‡È‰ ·˙«Î È‡÷ ˙·«˙Ή
The journalist, who is speaking on the phone, is visiting the
kibbutz
ha’itonay she’medaber ba’télefon, mevaker ba’kibuts
ı»·È˜· ¯˜·Ó Ô«ÙÏË· ¯·„Ó÷ ȇ«˙ÈÚ‰
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Remember that she’… …÷ never stands alone but always attaches
itself to the word it precedes, just like the other inseparables we
have come across. We have again used an apostrophe in our
transliteration to indicate that it is a prefix. (There is another form
of the relative pronoun which is a separate word – asher ¯÷‡ –
but is not as commonly used in colloquial Hebrew.)
NB English can drop the conjunction or pronoun: ‘I think it’s far’;
‘the journalist speaking on the phone’; Hebrew must use … ÷ :
ani khoshev she’zeh rakhok
˜«Á¯ ‰Ê÷ ·÷«Á È‡
ha’itonay she’medaber ba’télefon
Ô«ÙÏË· ¯·„Ó÷ ȇ«˙ÈÚ‰
Roots, the Hebrew verb and
the present tense
The Hebrew verb (pó-al) ÏÚÙ (is formed from a root (shóresh
÷¯÷ ) consisting in most cases of three letters (although some have
four). This root gives the basic idea of the verb, which is given
more specific meaning when vowels, prefixes and suffixes are
added. These additions follow a number of patterns expressing
tense, mood and voice.
The idea of the root is an important concept to hang on to, since
meaning in Hebrew, as in other Semitic languages, is embedded in
the root letters. Once you recognize a root, you will be able to
make a good guess as to the meaning not only of verbs but also
of other Hebrew words built with them. Effective guessing, apart
from being fun, is an extremely helpful skill when learning a
language!
Verbs fall into groups depending on which (three or four) letters
make up the root. Once you know to which group a verb belongs,
you will be able to follow the patterns typical of that group.
Let’s look at the verb ‘to write’ li’khtov ·«˙ÎÏ . It belongs to
Group 1. In Dialogue 2 Maya asks Peter, ‘Are you writing?’ atah
kotev? ?·˙«Î ‰˙‡ . The root letters of this verb are ·-˙-Î . They
convey the general meaning of something to do with writing. Notice
these three root letters embedded in the words for ‘letter’ mikhtav
·˙ÎÓ and for the noun ‘writing’ ktivah ‰·È˙Î .
48
Notice also the addition of Ï for the infinitive.
The table below shows how the Present tense is formed from
the root letters:
Root ·-˙-Î Infinitive To write li’khtov ·«˙ÎÏ
·˙«Î ‡»‰,‰˙‡,È‡
kotévet ˙·˙«Î
‡È‰,˙‡,È‡
kotvim ÌÈ·˙«Î ̉,Ì˙‡,»Á‡
kotvot ˙«·˙«Î Ô‰,Ô˙‡,»Á‡
kotev
Masculine singular (I, you, he)
Feminine singular (I, you, she)
Masculine plural (we, you, they)
Feminine plural (we, you, they)
The verb has four forms in the present tense and agrees in gender
and number with its subject. We have emphasized the pattern by
highlighting the vowel pattern in the transliteration column above.
The use of the present tense
As in English, the present tense can be used in many ways. It can
describe what you are doing, or are in the process of doing, at the
moment.
I am writing a letter ani kotev mikhtav
·˙ÎÓ ·˙«Î È‡
Or what you are doing in general:
Peter works in the museum piter oved ba’muzeon
Ô«‡Ê»Ó· „·«Ú ¯ËÈÙ
It can also be used to describe what you are going to do in the
near future:
We are going to a movie this evening
anákhnu holkhim l’séret ha’érev
·¯Ú‰
˯ÒÏ ÌÈÎÏ«‰ »Á‡
Exercise 3
Conjugation practice:
The verb to think la’khshov ·«˘ÁÏ follows the same pattern as
the verb ·-˙-Î .
The root is ·-˘-Á . Can you complete the table below?
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Root ·-˘-Á Infinitive To think la’khshov ·«˘ÁÏ
_______
khoshev
‡»‰ ,‰˙‡ ,È‡ Masculine singular
khoshévet
˙·˘«Á
‡È‰ ,˙‡ ,È‡ Feminine singular
_
_
_
_
_
_
_
khoshvim
̉ ,Ì˙‡ ,»Á‡ Masculine plural
_
_
_
_
_
_
_
khoshvot
Ô‰ ,Ô˙‡ ,»Á‡ Feminine plural
The verbs ‘works’ oved „·«Ú (root „-·-Ú ), ‘learns’ lomed „Ó«Ï
(root „-Ó-Ï ) and ‘goes, walks’ kholekh ÍÏ«‰ (Î-Ï-‰) are also in
this group.
Exercise 4
Change into the plural:
… Ì˙‡ - „Ó«Ï ‰˙‡
… Ô˙‡ - ˙„Ó«Ï ˙‡
… ̉ - „·«Ú ‡»‰
… Ô‰ - ˙„·«Ú ‡È‰
… »Á‡ - „·«Ú È‡
Exercise 5
Insert the missing verbs to complete the captions.
˙·Î¯· _______
1
‰ÈÏË
˙ȯ·Ú _______ ‰Á ‰¯◊
˙»Á· _______ ¯«Ë˜ÈÂ
˜·· ˜’ˆ _______ ÈχÒ
1
2
3
4
2
3
4
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Dialogue 3
Peter is in the street looking for the bus to take him to Maya’s office.
?(3)÷«Ï÷ ¯ÙÒÓ Ò»·«Ë«‡ ‰Ùȇ ,È„‡ ‰ÁÈÏÒ
:¯ËÈÙ
.‰„»‰È-Ô· ·«Á¯Ï Ú«ÒÏ ‰ˆ«¯ È‡
;÷«Ï÷ ¯ÙÒÓ Ò»·«Ë«‡ Íȯˆ ‡Ï ‰˙‡ Ï·‡ :·ÂÁ¯· ÷ȇ
.(9) Ú÷˙ ¯ÙÒÓ Íȯˆ ‰˙‡
?9 ¯ÙÒÓ Ò»·«Ë«‡ ‰Ùȇ ,¯„Ò·
:¯ËÈÙ
.‰Á˙‰ ˙‡Ê ?˘¯Ó¯Ù»Ò‰ Ï»Ó ,Ì÷ ‰Á˙ ‰‡«¯ ‰˙‡
:÷ȇ‰
?ÒÈ˯Π˙«˜Ï ¯÷Ù‡ ‰Ùȇ ,‰„«˙
:¯ËÈÙ
.Ò»·«Ë«‡· ÒÈ˯Π˙«˜Ï ¯÷Ù‡ ,¯„Ò· ‰Ê
:÷ȇ‰
!Ì«Ï÷ ,‰·¯ ‰„«˙
:¯ËÈÙ
piter:
ish ba’rkhov:
piter:
ha’ish:
piter:
ha’ish:
piter:
slikhah adoni, eyfoh ótobus mispar 3 (shalosh)?
ani rotseh linsó-a li’rkhov ben yehúdah.
aval atah lo tsarikh ótobus mispar 3 (shalosh);
atah tsarikh mispar 9 (tésha).
b’séder, eyfoh ótobus mispar 9 (tésha)?
atah ro-eh takhanah sham mul ha’supermarket?
zot ha’takhanah.
todah, v’eyfoh efshar li’knot kartis?
zeh b’séder, efshar. li’knot kartis ba’ótobus.
todah rabah, shalom!
PETER:
Excuse me, sir, where is bus number 3? I want to go
to Ben Yehuda Street.
A
But you don’t need bus number 3; you need
number 9.
MAN IN
THE STREET:
PETER:
All right, where is bus number 9?
THE
Do you see a bus stop over there opposite the
supermarket? That’s the stop.
MAN:
PETER:
THE
MAN:
PETER
Thank you, and where (lit. ‘is it possible to’) can one
buy a ticket?
It’s O.K. You can buy a ticket on the bus.
Many thanks, shalom!
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Vocabulary
sir
adoni
to go, to travel
li’nsó-a
(he) sees
ro-eh
there, over there
sham
opposite
mul
to buy
li’knot
ticket
kartis (m.)
È«„‡
Ú«ÒÏ
‰‡«¯
Ì÷
Ï»Ó
˙«˜Ï
ÒÈ˯Î
Language points
Cardinal numbers 1–10
Numbers in Hebrew have masculine and feminine forms. When
counting, giving a telephone number, a bus or street number, or
telling the time, the feminine form is used. Here are the numbers:
Feminine
0 éfes
1 akhat
2* shtáyim
3 shalosh
4 árba
5 khamesh
6 shesh
7 shéva
8 shmóneh
9 tésha
10 éser
*shtey (f.)
nouns.
Masculine
ÒÙ‡
˙Á‡
ÌÈÈ˙÷
÷«Ï÷
Ú√¯‡
÷ÓÁ
÷÷
Ú·÷
‰«Ó÷
Ú÷˙
¯◊Ú
ÒÙ‡
ekhad
„Á‡
shnáyim
ÌÈÈ÷
shloshah
‰÷«Ï÷
arba-ah
‰Ú·¯‡
khamishah
‰÷ÈÓÁ
shishah
‰÷È÷
shiv-ah
‰Ú·÷
shmonah
‰«Ó÷
tish-ah
‰Ú÷˙
asarah111111111111111111111111111
‰¯◊Ú
éfes
È˙÷ and shney (m.) È÷ are used when accompanying
52
Example:
2 books shney sfarim
ÌȯÙÒ È÷
Exercise 6
Read the following telephone numbers. (Remember to use the
feminine form.)
00972 – 3 – 425 – 7496
0044 – 207 – 365 – 8160
02 – 307 – 9581
Exercise 7
Give the answers to these simple sums:
? = ÷«Ï÷ + ÌÈ˙÷
? = Ú√¯‡ + ÷÷
? = ˙Á‡ + ‰«Ó÷
? = ÒÙ‡ + ÷ÓÁ
More verbs in the present tense – changes
in pattern
Look at the verbs – from right to left – ‘to buy’, ‘to see’, ‘to want’,
‘to make’:
(‰-◊-Ú) ˙«◊ÚÏ ;(‰-ˆ-¯) ˙«ˆ¯Ï ;(‰-‡-¯) ˙«‡¯Ï ;(‰--˜) ˙«˜Ï
These verbs are also part of Group 1 but conjugate slightly differently because the last letter of the root is ‰ . Notice that the ‰ has
been dropped in the infinitive.
The table on the next page shows you how to conjugate these verbs
in the present tense.
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Root ‰-ˆ-¯ Infinitive To want li’rtsot ˙«ˆ¯Ï
rotseh
rotsah
rotsim
rotsot
‰ˆ«¯
‰ˆ«¯
ÌȈ«¯
˙«ˆ«¯
‡»‰ ,‰˙‡ ,È‡
‡È‰ ,˙‡ ,È‡
̉ ,Ì˙‡ ,»Á‡
Ô‰ ,Ô˙‡ ,»Á‡
Masculine singular
Feminine singular
Masculine plural
Feminine plural
Exercise 8:
Let’s revise. Give the correct form of the verb.
(‰--˜) ‡Ï »Á‡ 3
(·-÷-Á) ‡È‰ 2
(‰-ˆ-¯) Ô‰ 6 (·-÷-Á) ‰˙‡ 5
(‰-‡-¯) ‡Ï ‡»‰ 9 (‰-ˆ-¯) ‡Ï ˙‡ 8
(·-˙-Î) ̉ 1
(‰-‡-¯) Ì˙‡ 4
(‰--˜) Ô˙‡ 7
Exercise 9
Can you unscramble the sentences below to make sense of these
two short dialogues? Check your answers in the answer section.
New vocabulary
computer
makhshev(m.)
·˘ÁÓ
1
.‰÷˜·· ÌȈ«¯ ˙«˜Ï ·◊ÁÓ »Á‡ –
?„¯◊ÓÏ «‡ Ì˙‡ ˙È·Ï ·÷ÁÓ ÌȈ«¯ –
.»Á‡ ˙È·· ÌÈ„·«Ú .‰÷˜·· ˙È·Ï –
2
?‰◊«Ú ‰Ó ˙‡
.˙·˙«Î ÈÏ÷ ‰¯·ÁÏ ·˙ÎÓ È‡
?‰˙‡ ‰◊«Ú ‰ÓÂ
.˙«◊ÚÏ ·¯Ú‰ ‰Ó ·÷«Á ¯·„Ó È‡ Ô«ÙÏË·
–
–
–
–
54
Exercise 10
True or false?
Hannah is on the phone to her mother (íma ‡Ó‡ ), who wants to
know exactly what she is doing today. Read the dialogue and then
decide whether the statements below are true or false.
New vocabulary
afterwards
akhar kakh
¯Î ¯‰‡
?̫ȉ ‰◊«Ú ˙‡ ‰Ó
.ÏÈ·Â ÈÏË ÌÚ ÷‚ÙÈ‰Ï ‰ˆ«¯ È‡
?χ¯◊È· ̉ ,‰Ó
»Á‡ .·È·‡-Ï˙· ‰ËÈÒ¯·È»‡· ÌÈ„Ó«Ï Ì‰ ,ÔÎ
.¯˜«·‰ Ú÷˙· Ô«‡Ê»Ó· ÷‚ÙÈ‰Ï ÌȈ«¯
?ÍÎ ¯Á‡ ‰◊«Ú ˙‡ ‰Ó
.ÔÓϯ٠Ï÷ ˯ˆ«˜Ï ÌÈÒÈ˯Π˙«˜Ï ¯ÈÚÏ ˙ÎÏ«‰ È‡
.¯˜·Ï ‰ˆ«¯ È‡ ?Ú·÷· ·¯Ú‰ ˙È·· ˙‡
.Ú÷˙· ˙È·· ·»÷ È‡ Ï·‡ ,‰¯·ÁÏ ˙ÎÏ«‰ È‡ Ú·÷· ,‡Ï
True or false?
1 Hannah’s mother is calling her before 9 a.m.
2 Hannah is planning to meet Natalie and Bill.
3 They are planning to go to the university.
4 Hannah has tickets for a Perlman concert.
5 Her mother wants to come for a visit.
6 Hannah suggests she comes at seven.
:‡Ó‡
:‰Á
:‡Ó‡
:‰Á
:‡Ó‡
:‰Á
:‡Ó‡
:‰Á
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4 „«‡Ó ‰„ÚÒÓ ˙‡Ê
˙ȯϻ٫Ù
It’s a very
popular restaurant
In this unit you will learn:
•
•
•
•
•
•
how to order a meal and talk about food
more verbs in Group 1
the particle et ˙ ‡
nouns in the plural
adjectives and how to use them
there is/there isn’t yesh/eyn Ô È ‡ / ˘ È
Dialogue 1
Peter and Maya have chosen a popular restaurant on Tel Aviv’s
busy Dizengoff Street. They ask for a table and then look at the
menu. Read the dialogue: can you say what dish Peter is looking
forward to? And what do we learn about Maya’s eating habits?
.·ÂË ·¯Ú
.‰÷˜·· ÔÁÏ»÷ ÌȈ¯ ÂÁ‡ .·ÂË ·¯Ú
?ÔÂÏÁ‰ „È ÏÚ ÔÁÏ»÷‰ ˙‡ ÌȈ«¯ Ì˙‡
.‰„Â˙ ,¯ÂÓ‚ ¯„Ò√ ,ÔÎ
?·¯Ú‰ ÌÈ˙«÷ Ì˙‡ ‰Ó
.‰÷˜·· ÌÈÈϯÈÓ ÌÈÓ ÔÈÈ
.ËȯÙ˙‰ ‰‰
.ÌÈÏȈÁ ·‰Â‡ È‡ .ÌÈÏȈÁ ËÏÒ ÒÂÓÂÁ ‰Ù ÷È !ÈÙÂÈ
¯◊· ˙Ï· ‡Ï È‡ ÈÎ ,„Â‡Ó ·ÂË .˙«„ÈË÷Ù Ì‚ ÷ÈÂ
.˙ÈÂÁÓˆ È‡ .ÌÈ‚„Â
:¯ˆÏÓ
:‰È‡Ó
:¯ˆÏÓ
:‰È‡Ó
:¯ˆÏÓ
:¯ËÈÙ
:¯ˆÏÓ
:¯ËÈÙ
:‰È‡Ó
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meltsar:
maya:
meltsar:
maya:
meltsar:
piter:
meltsar:
piter:
maya:
WAITER:
MAYA:
WAITER:
MAYA:
WAITER:
PETER:
WAITER:
PETER:
MAYA:
érev tov.
érev tov. anákhnu rotsim shulkhan b’vakashah.
atem rotsim et ha’shulkhan al yad ha’khalon?
ken, b’séder gamur, todah.
mah atem shotim ha’érev?
yayin v’máyim minerálim b’vakashah.
hineh ha’tafrit.
yófi! yesh poh khúmus v’salat-khatsilim. ani ohev
khatsilim.
yesh poh gam pashtidot. tov me-od, ki ani lo okhélet
basar v’dagim. ani tsimkhonit.
Good evening!
Good evening, we would like a table please.
Would you like the table by the window?
Yes, [that’ll be] absolutely fine, thank you.
What are you drinking this evening?
Wine and mineral water please.
Here is the menu.
Great! There’s humous and aubergine salad.
I like aubergines.
There are also quiches. That’s very good, because I don’t
eat meat and fish. I’m vegetarian.
Vocabulary
restaurant
waiter
table
–
next to, near
window
drink
wine
water
mineral water
here is
menu
there is
aubergines
likes, loves
quiche
because
eats
meat
mis-adah (f.)
meltsar (-it, f.)
shulkhan (m.)
et
al yad
khalon (m.)
shotim (G1)
yáyin (m.)
máyim (m. pl.)
máyim minerálim
hineh
tafrit (m.)
yesh
khatsilim (m. pl.)
ohev(-et)
pashtidah (f.)
ki
okhél(-et)
basar (m.)
‰„ÚÒÓ
˙ȯˆÏÓ/¯ˆÏÓ
ÔÁÏ»÷
˙‡
„È ÏÚ
ÔÂÏÁ
(‰-˙-÷) ÌÈ˙«›∆÷
ÔÈÈ
ÌÈÓ
ÌÈÈϯÈÓ (ÌÈÓ)
‰‰
ËȯÙ˙
÷È
ÌÈÏȈÁ
(·-‰-‡) (˙)·‰«‡
‰„ÈË◊Ù
ÈÎ
(Ï-Î-‡) (˙)ÏΫ‡
¯◊·
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fish
vegetarian
dag (m.)
tsimkhoni(-t, f.)
‚„
(˙)ÈÂÁÓˆ
Cultural note
The verb ‰ˆÂ¯ is commonly used for the polite form ‘would like’
as well as for the more direct ‘want’. Hebrew often makes no
distinction here. (This could be why Israelis may sometimes seem
a little blunt in their requests – they are translating straight from
Hebrew… ) However, the form ‘I would like’ hayiti rotseh/rotsah
‰ˆ«¯ È˙Èȉ is also widely used, especially in more formal settings.
Language points
Roots with guttural letters
It may be helpful at this stage to note that there are a few letters
in the Hebrew alphabet which tend to sabotage the normal pattern
of sounds, mainly to ease pronunciation. Some of these letters are
the gutturals, often referred to as the ‘throaty five’ since they were
all at some point sounded in the throat: ¯ ,Ú ,Á ,‰ ,‡ .
No need to worry unduly, since if you follow the verb’s basic
pattern you will be understood. However, we will point out the
irregularities as they crop up.
In Dialogue 1 we have the verb ‘loves’ ohev ·‰«‡ from the root
·-‰-‡ , which contains guttural letters. In the plural forms, the ‰
would be difficult to pronounce without the following vowel adjustments:
ohavot
˙«·‰«‡ ohavim ÌÈ·‰«‡ ohevet ˙·‰«‡ ohev ·‰«‡
The particle et
˙‡
A direct object answers the question ‘what’ or ‘whom’ in a
sentence: “What are you writing? I’m writing a letter”, “Whom do
you see? I see a waiter.”
Direct objects are indefinite (a waiter, a letter) or definite (the
waiter). In Hebrew a definite direct object must always be preceded
by the particle et ˙‡ :
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I see a waiter ani ro-eh meltsar
I see the waiter ani ro-eh et ha’meltsar
¯ˆÏÓ ‰‡«¯ È‡
¯ˆÏÓ‰ ˙‡ ‰‡«¯ È‡
Since proper nouns are by nature definite, they too are preceded
by ˙‡ :
ÏËÈ·‡ ˙‡ ‰‡«¯ È‡
I see Avital ani ro-eh et avital
The particle ˙‡ is never translated; it is simply a marker signalling
the definite direct object.
Exercise 1
When would you use the particle et
(ba’internet)
˙‡ ?
‰ˆÈÙ
˯ˆ«˜Ï ÒÈ˯Ή
‰È¯ËÙ˜· ıÈ„Ò
ԫȯ»‚ Ô· ·«Á¯· ˙È·‰
Ë¯Ëȇ· Ô«ÙÏˉ
(˙‡)
‰«˜ ÏÁ¯
Exercise 2
Complete the sentences below using the correct form of the verbs
(the root letters are given in brackets). You must also decide
whether or not to insert the particle ˙‡ .
.·ÏÁ ÌÚ ‰˙ __ (‰-˙-˘) ‰Á
.¯ˆÏÓ‰ __ (·-‰-‡) ‰ÈÏ„
.‰„ÚÒÓ· ¯Ó˙ __ (‰-‡-¯) ¯ËÈÙ
.‰˙ÈÙ· Ò»Ó»Á __ (Ï-Î-‡) Ô·
.ÔÈÈ __ (‰-ˆ-¯) ‰È‡Ó ¯ËȬ
.‰„ÚÒÓ‰ __ (·-‰-‡) ‡Ï ‰¯˘Â ¯Ó˙
.‰Ù˜ ‡ ÔÈÈ __ (‰-˙-˘) ‡Ï ÌȯÓ
.Ò·Âˇ‰ „È ÏÚ ¯ˆÏÓ‰ __ (‰-‡-¯) ‰È‡Ó ‰¯◊
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Nouns in the plural
Plurals are generally formed with the ending -im
nouns and -ot ˙« for feminine nouns.
ÌÈ for masculine
Exercise 3
Can you fill in the missing singular or plural form of the nouns
you have already learnt? Check your answers with the key. Notice
the feminine ending ‘ut’ ˙» becomes ‘uyot’ ˙«È» in the plural.
Plural
˙«„ÈË÷Ù
ÌÈÏȈÁ
Singular
¯ˆÏÓ
ËȯÙ˙
˙«„ÚÒÓ
·˙ÎÓ
ÒÈ˯Î
ÌÈÒ»·«Ë«‡
˙«Á˙
ı»·È˜
ÌȯÙÒÓ
˙«È»Á
Exceptions
There are no rules without exceptions and the rules governing
plurals are no exception! Some nouns take a masculine plural
ending but are in fact feminine nouns and vice versa:
Hotel Ô«ÏÓ is a masculine noun but its plural is melonot
which has a feminine plural ending.
˙««ÏÓ ,
The plural for egg beytsah ‰ˆ È· is beytsim ÌÈ ˆÈ· – a masculinetype ending despite the fact that it is a feminine noun.
This is an important point to remember since verbs in the present
tense (and, as you will see further on in the unit, adjectives) agree
with the gender of a noun, despite irregular endings.
60
From now on the vocabulary lists will include plurals if they are
irregular.
As with personal pronouns, when a plural refers to a mixed group
of people the masculine form is used. Together, Peter and Maya
are itona-im Ìȇ«˙ÈÚ .
Exercise 4
You have invited some people for dinner and go off to the market
to buy some food. Here is a list of fruit and vegetables from which
to choose. Can you work out the plural? Check your answers with
the key at the back of the book. (You may find some of the vowels
change with the addition of the plural endings – don’t worry, you
will soon get used to this and will be understood even without the
vowel adjustments.)
Vegetables yerakot
˙«˜¯È yérek ˜¯È
lettuce khásah ‰ÒÁ onion batsal ψ· tomato agvanyah ‰ÈÈ·‚Ú
carrot gézer ¯Ê‚ lemon limon Ô«ÓÈÏ cucumber melafefon Ô«ÙÙÏÓ
pepper pilpel ÏÙÏÙ mushroom pitriyah ‰È¯ËÙ
Fruit peyrot
˙«¯ÈÙ
apple tapúakh Á»Ù˙ orange tapuz
pear agas Ò‚‡ banana banánah ‰·
kilogram (kilo- very colloquial) (of)
pri
ȯÙ
Ê»Ù˙
grape enav
·Ú
(«ÏȘ) ̯‚«ÏȘ
Exercise 5
You are now ready to order, and read out your shopping list
(below) to the stallholder.
Remember that numbers in Hebrew have masculine and feminine forms (see list on p. 51): your choice of which to use will
depend on the gender of the noun to which the number is attached.
Note that when used with a noun, the number 2 becomes
shtey(f.)/shny(m.) È÷ / È˙÷ instead of shtayim(f.)/shnayim(m.)
ÌÈÈ÷ / ÌÈÈ˙˘ .
1 lettuce,* 4 peppers, 5 cucumbers, 2 kilos (of) grapes, a kilo
(of) oranges, 8 lemons, 6 tomatoes, 10 eggs, 2 onions, 9 pears,
7 carrots, 2 bananas
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* one akhat/ekhad,
noun it quantifies.
˙Á‡/„Á‡ , unlike other numbers, follows the
Dialogue 2
Back in the restaurant with Peter and Maya. What alternative dishes
does the waiter offer Peter and Maya? What excuse does he give for
the dwindling menu?
?ÔÈÓÊ‰Ï ÌÈÎÂÓ
?‰÷˜·· ,‰Â÷‡¯ ‰ÓÎ ¯Ê‚ ˜¯Ó Ï·˜Ï ¯÷Ù‡ ,ÔÎ
?È„‡ ‰˙‡Â
.‰÷˜·· ÌÈÏȈÁ ËÏÒ
.ÈÂÂfiÈ ËÏÒ ÷È Ï·‡ .ÌÈÏȈÁ ¯˙ÂÈ Ôȇ ,¯ÚËˆÓ È‡
?ÒÙÓȯ÷ ÔÈÓÊ‰Ï ¯÷Ù‡ !Ï·Á ȇ
.‰¯÷Î ‰„ÚÒÓ ˙‡Ê ,¯ÚËˆÓ È‡ ,‡Ï
?˙ÂȯËÙ· ϯÂÙ ‚„ ‡ ,‰È¯Ë ‰ÂË ÷È ÈÏ»‡ !‰ÁÈÏÒ ,È«‡
ÏÈ·÷· ‰Ó .ϯ«Ù ‰»Ë Ôȇ ,¯ÚËˆÓ ˙Ó‡√ È‡ ,‡Ï
?˙¯·‚‰
?˙ȯ˜ÈÚ ‰ÓÎ ˙«È¯ËÈÙ· ‰„ÈË÷Ù ÷È
.˙ÂȯËÙ· ÛÂÚ ÷È Ï·‡ ,‡Ï
…˙ÈÂÁÓˆ È‡ Ï·‡
‰„ÚÒÓ ÂÁ‡ ?˙Â◊ÚÏ ‰Ó (Shrugging his shoulders.)
…˙ȯÏÂÙÂÙ „«‡Ó
˙ÂÁ¬ ‰„ÚÒÓÏ ÌÈÎω ÂÁ‡ ,¯·„ Ôȇ (Getting up.)
!˙ȯÏÂÙÂÙ
meltsar:
maya:
meltsar:
piter:
meltsar:
piter:
meltsar:
piter:
:¯ˆÏÓ
:‰È‡Ó
:¯ˆÏÓ
:¯ËÈÙ
:¯ˆÏÓ
:¯ËÈÙ
:¯ˆÏÓ
:¯ËÈÙ
:¯ˆÏÓ
:‰È‡Ó
:¯ˆÏÓ
:‰È‡Ó
:¯ˆÏÓ
:¯ËÈÙ
mukhanim l’hazmin?
ken – efshar le’kabel marak gézer k’manah rishonah,
b’vakashah.
v’atah adoni?
salat khatsilim, b’vakashah.
ani mitsta-er, eyn yoter khatsilim. aval yesh salat yevani.
oi, khaval! efshar l’hazmin shrimps?
lo, ani mitsta-er, zot mis-adah ksherah.
oi, slikhah!…ulay yesh túna triyah, o dag forel b’pitriyot?
62
meltsar:
maya:
meltsar:
maya:
meltsar:
piter:
WAITER:
MAYA:
WAITER:
PETER:
WAITER:
PETER:
WAITER:
PETER:
WAITER:
MAYA:
WAITER:
MAYA:
WAITER:
PETER:
lo, ani b’emet mitsta-er, eyn tunah v’forel. mah bishvil
ha’gvéret?
yesh pashtidah b’pitriyot k’manah ikarit?
lo, aval yesh of b’pitriyot.
aval ani tsimkhonit …
ma la’asot? anákhnu mis-adah me-od populárit …
eyn davar, anákhnu holkhim l’mis-adah pakhot
populárit!
Are you ready to order?
Yes – can I have carrot soup to start with (lit. ‘as a first
course’), please.
And [for] you, sir?
Aubergine salad, please.
I’m sorry, there are no more aubergines, but there’s a Greek
salad.
Oh! What a shame! Can I order shrimps?
No, I’m sorry, this is a kosher restaurant.
Oh! sorry… Is there perhaps some fresh tuna, or trout with
mushrooms?
No, I’m really sorry, there’s no tuna or trout. What [can I
get] for the lady?
Is there any mushroom quiche as a main course?
No, but there’s chicken with mushrooms.
But I’m vegetarian….
(Shrugging his shoulders.) What can I do? (lit: what to do?)
We are a very popular restaurant….
(Getting up.) Never mind, we’re going to a less popular
restaurant!
Vocabulary
ready
mukhanim (m.pl.)
to order
l’hazmin
(carrot) soup
marak (m.)(gezer)
first course
manah rishonah (f.)
sorry
mitsta-er
there is no more
eyn yoter
Greek
yevani(-t, f.)
what a shame!
khaval!
ÌÈÎÂÓ
ÔÈÓʉÏ
(¯Ê‚) ˜¯Ó
‰¢‡¯ ‰Ó
¯ÚˈÓ
¯˙ÂÈ Ôȇ
(˙)ÈÂÂÈ
!Ï·Á
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kosher
kasher(ksherah, f.)
perhaps
ulay
tuna
túna (f.)
fresh
tari(triyah, f.)
trout
forel
mushroom
pitriyah (f.)
really (lit. ‘in truth’)
b’emet
for
bishvil
as
k’…
main course
manah ikarit (f.)
chicken
of (m.)
what can I do?
mah la’asot
(‰)¯÷Î
ÈÏ»‡
‰ÂË
(‰ÈȯË)ȯË
ϯÂÙ
‰È¯ËÙ
˙Ó‡·
ÏÈ·˘·
…Î
˙ȯ˜ÈÚ ‰Ó
ÛÂÚ
?˙¢ÚÏ ‰Ó
(lit. ‘what to do’)
never mind
eyn davar
less
pakhot
popular
polpulári(-t, f.)
¯·„ Ôȇ
˙ÂÁ¬
(˙)ȯÏÂÙÂÙ
Cultural note
‰¯÷Î ‰„ÚÒÓ
Food is kosher if it adheres to the Jewish dietary laws. The most
well known of these are the prohibitions against eating pork and
shellfish, the ritual slaughter of animals that can be eaten, and the
prohibition against mixing meat and milk in a single meal. Most
restaurants in Israel are kosher but there are a growing number of
establishments which do not comply with the religious laws.
Language points
Adjectives
An adjective is a word which describes a noun. In Hebrew, the
adjective follows the noun it describes and agrees with it in gender
and number.
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In order to agree with a noun, the Hebrew adjective has four forms:
masculine, feminine, singular and plural. The two most common
feminine endings are -ah ‰ and -it ˙È .
The plural endings are the same as for nouns, -im ÌÈ for the
masculine and -ot ˙« for the feminine.
a good evening
érev tov
a good address
któvet tovah
·«Ë ·¯Ú
‰·«Ë ˙·«˙Î
good films
sratim tovim
ÌÈ·«Ë ÌÈ˯Ò
Exercise 6
Here is a list of common adjectives and their opposites. We have
left some of the forms in Hebrew for you to write in. The transliteration will help you. (Check with the key.)
new khadash, khadashah, khadashim, khadashot
˙«÷„Á ,_______,‰÷„Á, ÷„Á
old yashan, yeshanah, yeshanim, yeshanot *
˙«÷È ,ÌÈ÷È ,______,Ô÷È
____ ,ÌÈÏ«„‚ ,‰Ï«„‚ ,Ï«„‚
big gadol, gdolah, gdolim, gdolot*
small katan, ktanah, ktanim, ktanot* ˙«˘ ,_ _ _ _ _ _ ,‰˘ ,Ô˘
hot kham, khamah, khamim, khamot _______ , ÌÈÓÁ ,‰ÓÁ , ÌÁ
˙«¯˜ ,Ìȯ˜ ,_______,¯˜
cold kar, karah, karim, karot
˙«Î¯ ,_______,‰Î¯ ,ͯ
soft rakh, rakah, rakim, rakot
hard kasheh, kashah, kashim, kashot** ˙«˘˜ , ÌÈ ÷˜ , _ _ _ _ ,‰ ÷˜
sweet matok, metukah, metukim, metukot*
____,ÌȘ»˙Ó ,‰˜»˙Ó ,˜«˙Ó
˙«¯Ó ,ÌÈ¯Ó ,_____,¯Ó
bitter marh, marah, marim, marot
strong khazak, khazakah, khazakim, khazakot
˙«˜ÊÁ ,ÌȘÊÁ ,______,˜ÊÁ
nice/pretty yafeh, yafah, yafim, yafot** ˙«ÙÈ , ÌÈÙÈ , _ _ _ _ _ _ ,‰ÙÈ
tasty ta-im, te-imah, te-imim, te-imot ___,ÌÈÓÈ ÚË ,‰ÓÈÚË , ÌÈ ÚË
˙«ÈÈ¯Ë ,______,‰ÈÈ¯Ë ,ȯË
fresh tari, triyah, tri-im, triyot*
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* To ease pronunciation, the first syllable of many adjectives is
shortened as the various endings are added.
** a ‰ can sometimes be a masculine ending. Without vowels, you
need to rely once again on the context to know if the masculine
or feminine is meant.
Exercise 7
Pair these nouns off with the adjectives underneath:
;˙ȇ«˙ÈÚ 5 ;ı¯‡ 4 ;¯«ÒÙ«¯Ù 3 ;˙«È·‚Ú 2 ;ÌÈ·Ú 1
«ÓȘ҇ 7 ;Ìȯ·Á 6
ÌÈ·«Ë ,˙«Î¯ ,¯˜ ,‰˘ ,Ï«„‚ ,ÌÈÓÈÚË ,‰ÙÈ
Exercise 8
Can you describe the following?
‰¯È· ,‰ˆÈ· ,ÌÈ„¯◊Ó ,‚„ ,ÌÈ’ˆÈ„Ò ,‰Ù˜
Adjectives and definite nouns
If a noun is definite, its qualifying adjective must also be definite
and must be prefixed with ha’ ‰ :
˙«¯÷Î ˙«„ÚÒÓ
kosher restaurants
mis-adot ksherot
the kosher restaurants
ha’mis-adot ha’ksherot
˙¯÷Ή ˙„ÚÒÓ‰
Without the ‰ in front of the adjective, the meaning would change.
The phrase would become a complete sentence, a noun sentence,
where the verb ‘to be’ is implied (see p. 27):
the restaurant is kosher
‰¯˘Î ‰„ÚÒÓ‰
Exercise 9
Which phrase translates the following?
tasty apples
,ÌÈÓÈÚˉ ÌÈÁ»Ù˙‰ ,ÌÈÓÈÚË ÌÈÁ»Ù˙‰
ÌÈÓÈÚË ÌÈÁ»Ù˙
a cold night
¯˜ ‰ÏÈω ,¯˜ ‰ÏÈÏ ,¯˜‰ ‰ÏÈω
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the new house
the old buses
the mushrooms are big
yesh/eyn
÷„Á ˙È· ,÷„Á‰ ˙È·‰ ,÷„Á ˙È·‰
ÌÈ÷È ÌÈÒ»·«Ë«‡‰ ,ÌÈ÷È ÌÈÒ»·«Ë«‡
ÌÈ÷ȉ ÌÈÒ»·«Ë«‡‰
,˙«Ï«„‚‰ ˙«È¯ËÙ‰ ,˙«Ï«„‚ ˙«È¯ËÙ
˙«Ï«„‚ ˙«È¯ËÙ‰
Ôȇ/˘È
Yesh ÷È and eyn Ôȇ are two useful words meaning ‘there is’ and
‘there isn’t’.
For once in Hebrew you don’t need to change anything. These
words remain the same whether they are referring to one or many,
to masculine or feminine:
There are tourists in the restaurant yesh tayarim ba’mis-adah
‰„ÚÒÓ· ÌȯÈÈ˙ ÷È
There’s no whisky at home eyn viski ba’báyit ˙È·· ȘÒÈ Ôȇ
Exercise 10
Uri is a fussy eater. His mother looks in the fridge to see what she
can offer him, but Uri seems to have his own ideas. Pretend you
are Uri’s mother: have you got what he wants? Complete the
dialogue by using the following words:
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‰»Ë ,˙‡ ,·‰«‡ ,ͯ ,‰·Ï ,˙˜¯È, ‰÷˜ ,Û«Ú ,Ôȇ ,˘È
New vocabulary
bread
lékhem (m.)
cheese
gvinah (f.)
white cheese
gvinah levanah
butter
khem-ah (f.)
olives
zeytim (m.pl.)
omelette
khavitah (f.)
actually
b’étsem
ÌÁÏ
‰È·‚
‰·Ï ‰È·‚
‰‡ÓÁ
ÌÈ˙ÈÊ
‰˙È·Á
̈ڷ
?˙È·· Ï«Î‡Ï ÷È ‰Ó ,‡Ó‡
,
2
‰È·‚ ,ÌÁÏ ,ËÏÒÏ ÌÈȯË
1
÷È
… ,˙«È·‚Ú ˜¯Ó ,ÌÈ˙ÈÊ ,‰‡ÓÁ
?ÈË‚ÙÒÂ
4
÷È ÈÏ»‡ ,˜¯Ó
3
‡Ï È‡
.ÈË‚ÙÒ
6 Ï·‡ ,Û«Ú
5
?‰ÂËÂ
7 «„˜«·‡ Ì‚ ÷È
9
÷È Ï·‡
8 „˜Â·‡‰ ,‡Ï
?ÒÙÈ’ˆÂ ˜ÈËÒ 10
?˜ÈËÒ‰
11 ‰ˆ«¯ ‰˙‡ ,ÔÎ
.…ËÏÒ ÌȈȷ ÷«Ï÷Ó ‰˙È·Á ‰ˆ«¯ ̈ڷ È‡ ,‡Ï
:ȯ»‡
:‡Ó‡
:ȯ»‡
:‡Ó‡
:ȯ»‡
:‡Ó‡
:ȯ»‡
:‡Ó‡
:ȯ»‡
Cultural note
These are the main meals of the day:
breakfast
arukhat bóker
lunch
arukhat tsohoráyim
dinner
arukhat érev
¯˜«√ ˙Á¯‡
ÌÈȯ‰ˆ ˙Á¯‡
·¯Ú ˙Á¯‡
As in many Mediterranean countries, lunch in Israel is often the
main meal of the day, rather than supper. Schooldays finish around
lunch time and smaller shops close for a break. Children often go
home to eat. However, this is changing: offices tend to work right
68
through and many more people take a snack in the middle of the
day and eat a cooked meal at supper time.
An Israeli breakfast is often a lavish affair, especially in Israeli
hotels and guest houses where guests can look forward to a large
array of dishes. Many hotels offer not only the assortment of pastry
breads and rolls (lakhmaniyot ˙«ÈÓÁÏ ) with jam (ribah ‰ ·È¯ ) of
a Continental European breakfast, but also more savoury dishes:
cheeses, pickles (khamutsim ÌȈ »ÓÁ ) and salted fish (dag malúakh ( Á»ÏÓ ‚„ ), salads and eggs cooked in various ways, soft and
hard boiled ( ˙ «÷˜,˙«Î¯ ÌÈ ˆÈ· ) and scrambled (mekushkashot
˙«÷˜˘»˜Ó ).
Israel is a melting pot, not only of people from many lands, but
of the foods they eat. You are therefore likely to come across dishes
from many different culinary traditions at any meal of the day.
Exercise 11
Role play
You are in an Israeli restaurant with a friend: have a go at ordering
a meal from the menu. In the recording you will find a dialogue
between two other patrons of the restaurant.
Here are some useful expressions you might want to use:
¯÷Ù‡
?ÔÈÓʉÏ/Ï·˜Ï
?ÌÎÏ ÷È
Do you have?
yesh lakhem
I prefer (m./f.)
ani ma’adif/ma’adifah ‰ÙÈ„ÚÓ/ÛÈ„ÚÓ È‡
‰Ë‡È„· È‡
I am on a diet
ani b’diéta
I only eat kosher
ani okhel/okhélet rak (˙Ï·) Ï· È‡
¯÷Î Ïλ‡ ˜¯
food (m./f.)
ókhel kasher
È„Ó ¯˙«È ‡Ï
not too much
lo yoter miday
not too greasy
la yoter miday shamen ÔÓ÷ È„Ó ¯˙«È ‡Ï
it’s fattening
zeh mashmin
ÔÈÓ÷Ó ‰Ê
enough, thank you maspik, todah
‰„«˙ ,˜ÈÙÒÓ
Can I/we
have/order?
efshar
l’kabel/l’hazmin
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Menu ËȯÙ˙
˙Â¢‡¯ ˙ÂÓ
ÌÈÏȈÁ ËÏÒ
˙˜¯È ËÏÒ
ÊÂÈÓ ËÏÒ
mayonez
ÁÂÏÓ ‚„
ÒÂÓÂÁ
„˜Â·‡
˙Âȯ˜ÈÚ ˙ÂÓ
manot ikariyot
Main courses
¯˜·* ˜ÈÈËÒ
*bakar
beef
˙ÂȯËÙ· ÛÂÚ
*rotev;*pikanti ÈË˜È¬* ˙ÂÈÈ·‚Ú ·Ë¯·* ‚„
sauce
Ïȯ‚· ‰ÂË
tunah ba’gril
grilled tuna
˙ÂÈÂÁÓˆ ˙ÂÓ
Vegetarian dishes manot tsimkhoniyot
First courses
manot rishonot
broccoli quiche
*rizoto
˙ÂȯËÙ ÂËÂÊȯ*
*lasanyah
ÌÈÏȈÁ ˙˜¯È Ï÷ ‰ÈÊÏ*
pashtidat *brokoli
ÈϘ¯·* ˙„Èˢ¬
Desserts
manot akhronot
mus
glidot:
ice creams:
vanilla, strawberry vanil, tutim
choice of
ugat gvinah
*shtrudl
*mivkhar
Drinks
shtiyah
wines
*yeynot
juice
grapefruit(s)
*mits
*eshkoliyot
cheese cake
*indicates new words
˙Â¯Á‡ ˙ÂÓ
„ϘÂ÷ ÒÂÓ
:˙«„ÈÏ‚
ÌÈ˙»˙ ,ÏÈÂÂ
˙¯Ȭ ËÏÒ
‰È·‚ ˙‚ÂÚ
ÌÈÁ¬˙ τ¯Ë÷*
˙ÂÈ·‚ ¯Á·Ó*
ÌÈÈ¯Ë ˙¯Ȭ
‰È˙÷
˙ÂÈÈ*¯Á·Ó
‰¯È·
ÌÈÁÂÙ˙ ıÈÓ*
˙ÂÈÏÂÎ÷‡* ıÈÓ
ÌÈÊÂÙ˙ ıÈÓ
ÌÈÈϯÈÓ ÌÈÓ
70
Exercise 12
Reading comprehension: ‘It’s not fair’
¯Ù ‡Ï ‰Ê
Can you say why?!
Join Maria Gonzales, Miss Brazil, on her visit to Kibbutz Ein-Gev
where she meets a kibbutznik at breakfast. Slim (razah ‰Ê¯ ) and
gorgeous (khatikhah ‰ÎÈ˙Á ), she sits (yoshévet ˙·÷«È ) in front
of her plate piled high with food and starts a conversation with
her neighbour, a short fat (shamen ÔÓ÷ ) man who is staring sadly
at the single small pot of yogurt in front of him.
New vocabulary
the dining room
khadar ha’ókhel (m.)
actually
dávka
mainly
b’ikar
even
afílu
ÏΫ‡‰ ¯„Á
‡˜Â„
¯˜ÈÚ·
»ÏÈÙ‡
‰¯»Á· ,‰È¯Ó .·‚-ÔÈÚ ı»·È˜· ˙¯˜·Ó ,ÏÈʯ· ÒÈÓ ,ÒÏÊ«‚ ‰È¯Ó
.ÏΫ‡‰ ¯„Á· ¯˜«· ˙Á»¯‡ ˙ÏΫ‡ ,‰ÎÈ˙Á ,‰Ê¯
ÌÚ ËÒ«Ë ,˙«÷˜ ÌȈȷ È˙÷ ˜¯ ˙ÏΫ‡ ‡È‰Â ‰Ë‡È„· ‰È¯Ó
,ÌÈ«ÙÙÏÓ ,ÌÈÏÙÏÙ ,«„˜«·‡ ,Ï«„‚ ‰ÒÁ ËÏÒ ,‰·È¯Â ‰‡ÓÁ
.ÌÈÈ¯Ë ˙«¯ÈÙ ҘÈÈÏÙ-Ô¯«˜ ˙ÏΫ‡ Ì‚ ‡È‰ .ψ·Â
.‰Ë‡È„· ÈÒ«È Ì‚ .ı»·È˜‰Ó ÔÓ÷‰ ÈÒ«È „È ÏÚ ˙·÷«È ‰È¯Ó
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?ÌȈȷ ·‰«‡ ‡Ï ‰˙‡
.˙«÷˜÷»˜Ó ¯˜ÈÚ·» ,˙«÷˜ ,˙«Î¯ :ÌȈȷ ·‰«‡ ‡˜Â„ È‡ ,ÔÎ
?‰·È¯Â ÌÁÏ ˙ˆ˜ ‰ˆ«¯ ‰˙‡ ÈÏ»‡
.‰‡ÓÁ »ÏÈه ‰È·‚ ,‰·È¯ ,ÌÁÏ ‰ˆ«¯ „‡Ó È‡ ,ÔÎ
?˯»‚«È ˜¯ ÏΫ‡ ‰˙‡ ‰ÓÏ Ê‡
!‰Ë‡È„· È‡ ÈÎ
!‰Ë‡È„· È‡ Ì‚ ?‰Ó ʇ
!¯Ù ‡Ï ‰Ê
–
–
–
–
–
–
–
–
5 ˙«ÈÎ˙ ‰ÁÙ÷Ó
Family and plans
In this unit you will learn:
•
•
•
•
•
•
•
how to express possession: shel Ï ÷ : yesh/eyn l’…
verb Group 1 (middle root letter  or È )
question words – which? ? ‰ Ï ‡ ? « Ê È ‡ ? ‰ Ê È ‡
demonstratives ‘these’/’those’ Ô ‰ ‰ / Ì ‰ ‰ ‰ Ï ‡ ‰
‘to be able to’ Ï « Î È
word pairs (singular) ˙ » Î È Ó Ò
to talk about the family
…Ï Ôȇ/÷È
Dialogue 1
What is Peter doing in Israel?
‰ˆ«¯ ‰˙‡ ˜»È„· ‰Ó ?¯ËÈÙ ÍÏ÷ ˙«ÈÎ˙‰ ‰Ó ʇ
?‰Ù ˙«˘ÚÏ
Íȇ ˙«‡¯Ï ‰ˆ«¯ È‡ ,˙„Á»ÈÓ „‡Ó ı¯‡ ÌÎÏ ÷È
.‰Ù ÌÈÈÁ ÌÈ÷‡
?ÏÈÁ˙‰Ï ‰ˆ«¯ ‰˙‡ ‰ÓÓ .ÌÈÓÈ ‰¯˘Ú ˜¯ ÍÏ ÷È
,¯ÈÚ‰Ó ÌÈ÷‡ ÷«‚ÙÏ ‰ˆ«¯ È‡ !Á»Ë· ‡Ï ̈ڷ È‡
Ìȯ˙‡ ˙«‡¯Ï Ì‚ Ô·»ÓΠ.·«Á¯· »ÏÈه ı»·È˜‰Ó
.ÌÈ÷«„˜‰ ˙«Ó«˜Ó‰Â ÌÈÏ˘»¯È ˙‡ „Á»ÈÓ·» ,ÌÈȯ«ËÒ‰
?‰ÚÈˆÓ ˙‡ ‰Ó
:‰È‡Ó
:¯ËÈÙ
:‰È‡Ó
:¯ËÈÙ
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maya:
piter:
maya:
piter:
MAYA:
PETER:
MAYA:
PETER:
az mah ha’tokhniyot shelkha, piter? mah b’diyuk atah
rotseh la’asot poh?
yesh lakhem érets me-od meyukhédet; ani rotseh li’r-ot
ekh anashim khayim poh.
yesh lekha rak asarah yamim. mi’mah atah rotseh
l’hatkhil?
ani b’étsem lo batú-akh! ani rotseh li’fgosh anashim
me’ha’ir, me’ha’kibuts va’afílu ba’rkhov. v’kamuvan
gam li’r-ot atarim histori-im, u’vi’myukhad et yerushalayim v’ha’mkomot ha’kdoshim. mah at matsi-ah?
So what are your plans, Peter? What exactly do you want
to do here?
You have a very special country; I would like to see how
people live here.
You have only ten days. What would you like to start with?
Actually, I’m not sure! I would like to meet people from
the city, from the kibbutz and even on the street. Of course,
[I would] also [like] to see some historic sites and especially
Jerusalem and the holy places. What do you suggest?
Vocabulary
plan
your
you (m.pl.) have
special
people
live
from what?
to start, to begin
to meet
naturally, of course
historical site
place
holy
suggest(s)
and especially
˙ÈÎ˙
ÍÏ÷
ÌÎÏ ÷È
(˙)„Á»ÈÓ
ÌÈ÷‡
*ÌÈÈÁ
?‰ÓÓ
l’hatkhil
ÏÈÁ˙‰Ï
li’fgosh G1
(˘-‚-Ù) ÷«‚ÙÏ
kamuvan
Ô·»ÓÎ
atar (m.) histori
ȯ«ËÒȉ ¯˙‡
makom (mekomot, m.)
Ì«˜Ó
kadosh
÷«„˜
matsí-a (matsi-ah, f.)
(‰)ÚȈÓ
u’vi’myukhad
„Á»ÈÓ·»
tokhnit (f.)
shelkha
yesh lakhem
meyukhad (meyukhédet,f.)
anashim(m.pl.)
khayim
mi’mah
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* khayim ÌÈÈÁ means both ‘they live,’ from the verb ‘to live’
li’khiyot ˙ «ÈÁÏ and the noun ‘life’; you may well have come across
the word in the toast ‘to life!’ l’kháyim ! ÌÈÈÁÏ
Language point
Possession 1
1 Possession in Hebrew can be expressed in various ways. One
way is to use the preposition ‘of’ shel Ï÷ :
Peter’s plans (lit. ‘the plans of Peter’) ha’tokhniyot shel Peter
¯ËÈÙ Ï÷ ˙«ÈÎ˙‰
the restaurant’s menu (lit. ‘the menu of the restaurant’)
ha’tafrit shel ha’mis-adah ‰ „ ÚÒÓ‰ Ï ÷ ËȯÙ˙‰
2 Possession can also be expressed in English by the adjectives
‘my’, ‘your’, ‘his’, ‘her’, etc. as well as by the pronouns ‘mine’,
‘yours’, ‘his’, ‘hers’, etc. In Hebrew both these forms are conveyed by Ï÷ with appropriate endings:
In Unit 2, Boris introduced Jan – “my relative karov sheli
ÈÏ÷ ·«¯˜ ”
– sheli ÈÏ÷ is made up of ÈÏ÷ = È ‡ + Ï÷ (‘i’ È being the ending
replacing the pronoun È‡ ).
In this unit, Maya asks Peter “what are your plans?”
ha’tokhniyot shelkha ÍÏ ÷
shelkha ÍÏ÷ = Í +
pronoun ‰˙‡).
˙«ÈÎ˙‰
Ï÷ (kha being the ending replacing the
Here is a list of all the pronoun endings attached to the preposition Ï÷ . You should memorize these endings carefully as they can
be attached to many other prepositions, as well as to nouns
(another way of expressing possession in Hebrew which we will
look at in a later unit).
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shelánu
Plural
»Ï÷
»Á‡
sheli
our
shelakhem
ÌÎÏ÷
shelakhen
ÔÎÏ÷
Ì˙‡
shelkha
Ô˙‡
shelakh
your
̉Ï÷
shelahen
Ô‰Ï÷
*ÍÏ÷
your
*ÍÏ÷
your
‰˙‡
‡»‰
̉
shelo
«Ï÷
Ô‰
shelah
‰Ï÷
their
their
È‡
my
your
shelahem
Singular
ÈÏ÷
˙‡
his
‡È‰
her
*Note that these two forms look the same in unpointed Hebrew –
again the context will tell you how to pronounce them.
NB This contracted form, literally ‘of me’, ‘of you’, etc. always
follows the noun in Hebrew (although it precedes it in English):
my house ha’báyit sheli ÈÏ÷ ˙È·‰ .
Exercise 1
Replace the pronouns in brackets with the correct form of
Ï÷ .
Example:
ÈÏ÷ „¯◊Ó‰ ‰Ê = (È‡) „¯◊Ó‰ ‰Ê
zeh ha’misrad (ani) = zeh ha’misrad sheli
‰ÁÙ÷Ó‰ (with im) ÌÚ ‰ÈϯËÒ«‡· ¯‚ È·‡ (È‡) ¯·Á‰
„«‡Ó ‰‡Ï (È‡) ‰¯·Á‰Â È‡ .ÌÈÏ ·«¯˜ (̉) ˙È·‰ .(‡»‰)
»Á‡ .¯·Óˆ„· ‰ÈϯËÒ«‡· ¯˜·Ï ÌȈ«¯Â ÷Ó÷ ÌÈ ÌÈ·‰«‡
‰¯Ù«‡· ¯˜·Ï È„ÈÒ· (»Á‡) Ìȯ·Á‰ ˙‡ ˙«‡¯Ï ÌȈ«¯
.Ô¯«·ÏÓ· (‡È‰) ‰ÁÙ÷Ó‰ ˙‡ ¯˜·Ï ‰ˆ«¯ ‰‡ÏÂ
My friend Avi lives in Australia with his family. Their house is
near the sea. My friend Leah and I are very fond of sea and sun
and want to visit Australia in December. We would like to see our
friends in Sydney and to go to the opera and Leah wants to visit
her family in Melbourne.
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Exercise 2
New vocabulary
probably
kanir-eh
‰‡¯Î
Talia, Dorit, Ben and Alon share a flat and have been shopping
together. Dorit has gone out and Ben is so exhausted he has gone
for a nap. Talia and Alon are left to sort out the shopping. Pretend
you are Talia – how would you say:
“The chicken is Ben’s;
the fish is yours;
the eggs are ours – Dorit’s and mine;
the humous is yours – ”
Alon disagrees: if you were Alon, how would you say to Talia:
“No, I don’t like humous; perhaps it’s Dorit’s or Ben’s.
And I don’t eat Greek salad; it’s probably theirs too.
Dorit likes olives, so perhaps they are also hers?”
Possession 2
To have or not to have yesh l’…
…Ï ÷È / eyn l’… …Ï Ôȇ
There is no verb ‘to have’ in Hebrew. Instead, you use the expression ‘there is’ or ‘there isn’t’ with the preposition ‘to’ Ï :
Boris has a shop (lit. ‘to Boris there is a shop’) l’boris yesh
˙»Á ÷È Òȯ«·Ï
khanut
Jerusalem has holy sites (lit. ‘to Jerusalem there are holy
sites’) li’rushalayim yesh atarim kdoshim
ÌÈ˘«„˜ Ìȯ˙‡ ˘È ÌÈÏ˘»¯ÈÏ
Avital doesn’t have a ticket (lit. ‘to Avital there is no ticket’)
ÒÈ˯ΠÔȇ ÏËÈ·‡Ï
l’avital eyn kartis
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In order to ‘conjugate’ the Hebrew equivalent of the verb ‘to have’
(or ‘to have no[t]’), you add the relevant pronoun endings to the
preposition ‘to’ Ï :
I have (lit. ‘there is to me’) yesh li
(I haven’t eyn li
ÈÏ ÷È
ÈÏ Ôȇ )
ÍÏ ÷È
you (f., sing.) have yesh lakh ÍÏ ÷È
you (m., sing.) have yesh lekha
Exercise 3
Now complete the list of pronoun endings for the preposition ‘to’
or ‘for’ …Ï , following the pattern of endings given for Ï ÷ above.
(Compare with the Prepositions chart on pp. 348–9.)
Note that the word order can be reversed: I have a house li yesh
bayit ˙È· ÷È ÈÏ . This can give a slightly different emphasis:
He has work but I have plans lo yesh avodah aval li yesh
˙«ÈÎ˙ ÷È ÈÏ Ï·‡ ‰„«·Ú ÷È «Ï
tokhniyot
Exercise 4
Fill in the gaps with the correct form of
Ï.
New vocabulary
time
refrigerator
zman (m.)
mekarer (m.)
ÔÓÊ
¯¯˜Ó
Example:
. Ô«¯Ë‡˙Ï ÌÈÒÈ˯Π«Ï ÷È ÈÎ ·¯Ú‰ ÔÓÊ Ôȇ Ô˙«ÈÏ
Jonathan has no time this evening because he has tickets for the
theatre.
.¯ÈÚ· ‰ÁÙ÷Ó ____ ÷È Ï·‡ ı»·È˜· Ìȯ‚ È„‚ ‰Á 1
khanah v’gadi garim ba’kibuts aval yesh _____ mishpakhah ba’ir.
?¯¯˜Ó· ÌÈÈϯÈÓ ÌÈÓ ____ ÷È ,‰¯◊ 2
sarah, yesh ____ mayim mineralim ba’mkarer?
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?˙È·‰ Ï»Ó Ò»·«Ë«‡ ˙Á˙ ____ ÷È ,‰÷Ó 3
moshe, yesh _____ takhanat otobus mul ha’bayit?
.÷‚ÙÈ‰Ï ÔÓÊ _____ Ôȇ Ï·‡ ,ÌÈ·«Ë Ìȯ·Á ____ (È‡) ÷È 4
yesh ____ khaverim tovim, aval eyn ____ zman l’hipagesh.
Exercise 5
You overhear your teenage daughter talking on the phone about
some family friends she will be visiting when she goes to Israel in
the holidays. Work out exactly what she might have said, using
words from each column, A–C, to agree with the following statements:
1 Mr Rabinovitz has bought a house.
2 He and his wife do not work in town.
3 Their English is so bad, I almost wish they would write to us
in Hebrew!
4 I am paying them a visit and Mrs R. clearly thinks that I will
find the Negev nomads interesting.
5 She and her husband are archaeologists and they write, “We
suggest you visit” – guess what?!
Example:
Mr Rabinovitz has bought a house
yesh lo bayit khadash
÷„Á ˙È· «Ï ÷È
C
B
A
¯ÈÚ·
·‚·
˙ÈÏ‚‡·
ÌÈȯ«ËÒȉ Ìȯ˙‡·
÷„Á
ÌÈ·˙ÎÓ
¯»˜È·
‰„«·Ú
˙È·
Ìȇ»„· ÷«‚ÙÏ
«Ï ÷È
»Ï ÌÈ·˙«Î ̉
Ì‰Ï Ôȇ
ÍÏ ÌÈÚÈˆÓ »Á‡
ÈÏ ‰ÚÈˆÓ ‡È‰
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Dialogue 2
Peter discovers something important about Maya which helps his
plans along:
.Ô«Ùˆ· ı»·È˜· ‰¯‚ ÈÏ÷ ‰ÁÙ÷Ó‰ ,ÏÊÓ ÍÏ ÷È
?ı»·È˜ ‰Êȇ ?˙Ó‡·
»Ï ÷È ,ÈÒ»ÙÈË ϫ„‚ ı»·È˜ ‰Ê ,Ì«Ï÷‰ ¯Ó÷Ó ı»·È˜
.˙«ÁÙ÷Ó ˙«‡Ó ÷«Ï÷Î
.ÍÏ÷ ‰ÁÙ÷Ó‰ ˙‡ Ì‚ ÷«‚ÙÏ Ï«ÎÈ È‡ ‰ÎÎ !ÔÈÈ»ˆÓ
‰˙‡ ʇ ,˙È˙»¯·Á ‰ÁÙ÷Ó »Á‡ .ÈÏ÷ Ìȯ·Á Ì‚Â ÔÎ
.‰ˆ«¯ ‰˙‡÷ ‰Ó Ï«‡÷Ï Ï«ÎÈ
.ı»·È˜‰Ó ÏÈÁ˙ ȇ«· ʇ ,·«Ë
maya:
piter:
maya:
piter:
maya:
piter:
MAYA:
PETER:
MAYA:
PETER:
MAYA:
PETER:
:‰È‡Ó
:¯ËÈÙ
:‰È‡Ó
:¯ËÈÙ
:‰È‡Ó
:¯ËÈÙ
yesh lekha mazal, ha’mishpakhah sheli gárah b’kibuts
ba’tsafon.
b’emet? éyzeh kibuts?
kibuts mishmar ha’shalom, zeh kibuts gadol v’tipusi; yesh
lanu k’shalosh me-ot mishpakhot.
metsuyan! kákhah ani yakhol li’fgosh gam et ha’mishpakhah shelakh.
ken, v’gam khaverim sheli. anákhnu mishpakhah
khevrutit, az atah yachol li’sh-ol mah she’atah rotseh.
tov. az bo-i natkhil me’ha’kibuts.
You’re in luck (lit. ‘you have luck’)! My family lives in a
kibbutz in the north.
Really? Which kibbutz?
Kibbutz Mishmar Ha’Shalom. It’s a big kibbutz and typical; we
have around three hundred families.
Great! That way, I’ll also be able to meet your family.
Yes, and friends of mine too. We’re a friendly family, so you
can ask whatever you want.
Good. Come on then, let’s start with (lit. ‘from’) the kibbutz.
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Vocabulary
luck, fortune
mazal (m.)
which/what?
eyzeh
(in a) kibbutz
(b’)kibuts (m.)
(in the) north
(ba’)tsafon (m.)
typical
tipusi(-t,f.)
around, like, as
k’…
so, this/that way
kákhah
can, able to
yakhol
to ask
li’sh-ol G1
to meet
li’fgosh G1
that which
mah she’…
friendly
khevruti(-t,f.)
come!
bo/bo-i (f.)
let’s start, we will start
natkhil
ÏÊÓ
?‰Êȇ
ı»·È˜(·)
Ô«Ùˆ(·)
(˙)ÈÒ»ÙÈË
*..∆Î
‰ÎÎ
(Ï-Î-È) Ï«ÎÈ
(Ï-‡-÷) Ï«‡˘Ï
(÷-‚-Ù) **÷«‚ÙÏ
…÷ ‰Ó
(˙)È˙»¯·Á
ȇ«·/‡«·
ÏÈÁ˙
* The preposition Î is ‘inseparable’ and functions in exactly the
same way as ,…Ï ,…√ (see pp. 28 and 41).
** This is the transitive form of ÷‚ÙÈ‰Ï ‘to meet’ you learned
earlier; in other words, you tend to use ˘«‚ÙÏ rather than ˘ ‚ÙȉÏ
when you want to indicate whom or what you are meeting.
Cultural note
Mazal ÏÊÓ , literally means ‘constellation’, ‘planet’ and hence
‘fortune’ or ‘luck’. You may well have heard it in the phrase mazal
tov ·«Ë ÏÊÓ , expressing congratulations.
Language points
More verbs in Group 1:
middle root letter  or È
These verbs drop the middle root letter in the present tense.
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Root ¯-»-‚ Infinitive To live/dwell la’gur ¯»‚Ï
¯‚ ‡»‰ ,‰˙‡ ,È‡ Masculine singular (I, you, he)
gar
‡È‰ ,˙‡ ,È‡ Feminine singular (I, you, she)
gárah ‰¯‚
garim Ìȯ‚ ̉ ,Ì˙‡ ,»Á‡ Masculine plural (we, you, they)
Ô‰ ,Ô˙‡ ,»Á‡ Feminine plural (we, you, they)
garot ˙«¯‚
Other verbs following this pattern are:
to get up
la’kum
(Ì-Â-˜) Ì»˜Ï
to put
la’sim
(Ì-È-˘) ÌÈ◊Ï
to come
la’vo
(‡-«-·) ‡«·Ï
to run
la’ruts
(ı-»-¯) ı»¯Ï
Exercise 6
Insert the correct form of the verb in the passage below. (The
translation will help you with your reading.)
New vocabulary
home(wards)
ha’baytah
kettle
kumkum (m.)
park
park (m.)
‰˙È·‰
Ì»˜Ó»˜
˜¯Ù
Example:
¯˜«·· ̘ (Ì-Â-˜) ÈÏ÷ ÔÎ÷‰
.»Ï÷ ˙È·‰ „È ÏÚ ˜¯Ù· (ı-Â-¯) 6 · ¯˜«·· (Ì-Â-˜)ÈÏ÷ ÔÎ÷‰
.˜¯Ù· (ı-Â-¯) »Ï÷ ‰Î÷‰ Ì‚
.7 -· ‰˙È·‰ (‡-«-·) ̉
(ı-»-¯) ‡Ï ̻˜Ó»˜· ‰Ù˜Ï ÌÈÓ (Ì-È-◊) ,8 · (Ì-»-˜) »Á‡
!˜¯Ù·
My neighbour gets up at six and runs in the park next to our house.
Our [other] (female) neighbour also runs in the park. They come
home at seven. We get up at eight, put water in the kettle for
coffee and don’t run in the park!
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More question words: which? what?
In Hebrew these questions are asked with the words eyzeh/eyzo
(m./f.) ?«Êȇ ?‰Êȇ and eylu (pl.) »Ïȇ see below. Colloquially,
’ ‰Êȇ‘ is often also used for the plural.
What bus do you need?
eyzeh otobus atah tsarikh?
?Íȯˆ ‰˙‡ Ò»·«Ë«‡ ‰Êȇ
What music do you like?
?˙·‰«‡ ˙‡ ‰˜ÈÒ»Ó «Êȇ
eyzo musikah at ohévet?
Which grapes do you prefer?
eylu (eyzeh) anavim atem ma’adifim?
ÌÈ·Ú (‰Êȇ) »Ïȇ
?ÌÈÙÈ„ÚÓ Ì˙‡
As in English, these question words can be preceded by prepositions:
In which street do you live?
?¯‚ ‰˙‡ ·«Á¯ ‰Êȇ·
b’eyzeh rekhov atah gar?
From which country do you (f.) come?
?‰‡· ˙‡ ı¯‡ «ÊȇÓ
me’eyzo érets at bá-ah?
Exercise 7
New vocabulary
newspaper
iton (m.)
How would you say?
1 What city does she live in?
2 What vegetables do you (m./pl.) eat?
3 What concert are you (f./pl.) going to?
4 What newspaper do you (m./s.) buy?
Ô«˙ÈÚ
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How do you answer?
More demonstratives
You might want to answer with
‘this’
ha’zeh/ha’zot
‘that’
ha’hu/ha’hi
or in the plural (m./f.) ‘these’
ha’éleh*
‘those’
ha’hem/ha’hen
*You may sometimes hear the more formal ha’eylu
masculine plural.
˙‡Ê‰/‰Ê‰
‡È‰‰/‡»‰‰
*‰Ï‡‰
Ô‰‰/̉‰
»Ïȇ‰ for the
Examples:
I need this/that bus et ha’ótobus ha’zeh/ha’hu
‡»‰‰/‰Ê‰ Ò»·«Ë«‡‰ ˙‡ Íȯˆ È‡
May I have these/those grapes? et hanavim ha’eylu /ha’hem
?̉‰/»Ïȇ‰ ÌÈ·Ú‰ ˙‡ Ï·˜Ï ¯÷Ù‡
NB The questions are asking you to be specific so you must
remember to insert the particle et ˙‡ and ‘the’ ‰ (see pp. 57–8).
Exercise 8
Fill in the gaps by using the correct words from the list below:
____ ¯ÙÒ‰
_____ ‰ÈÙÓ÷‰
_______
____ ˙«È·‚Ú‰
˙‡
˙‡
˙‡
˙‡
?¯ÙÒ _____
?‰ÈÙÓ˘ _____
?ÌÈÁ»Ù˙ »Ïȇ
?˙«È·‚Ú _____
1
2
3
4
‰Ê‰ ;̉‰ ;‰Êȇ ;«Êȇ ;˙‡Ê‰ ;Ô‰‰ ;‰Ï‡‰
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Exercise 9
Read the answers and then complete the questions:
Examples:
.Ú·÷ ¯‡·· ‰ËÈÒ¯·È»‡· ˙„Ó«Ï ‡È‰
She is studying at the university in Be’er Sheva.
?˙„Ó«Ï ÍÏ÷ ‰¯·Á‰ ‰ËÈÒ¯·È»‡ «Êȇ· ,ÈÓ˙
Tamy, which university is your friend studying at?
„·«Ú ‡»‰ ˙»Á «Ï Ôȇ ?¯ÁÓÏ ___ ___ ˙ÈÎ˙ ___
.‰„ÚÒÓ·
.ÌÈÏ ˙ÎÏÏ ˙·÷«Á È‡ ?¯ÁÓÏ ___ ___ ˙ÈÎ˙ ___
.‰»ËÂ È¯Ë Ï¯«Ù »Ï ÷È ?ËȯÙ˙· ___ ___ ÌÈ‚„ ‰Êȇ
ÌÈ«‡ÈʻӉ ÏÎ ˙·÷·
¯÷Ù‡ ___ ___
. (shut sgurim) Ìȯ»‚Ò
?˙·÷· Ì‚ ¯˜·Ï
Ìȯ‚ ̉ Ï·‡ Á»Ë· ‡Ï È‡
?Ìȯ‚ ̉ ___‰Êȇ·
.Ìȉ „È ÏÚ
È‡ ,˙·÷· ˜¯ ÔÓÊ ÈÏ ÷È
˙ÎÏ«‰ ___Ì«È ___
.Ú·÷‰ ÏÎ ˙„·«Ú
?‰ÁÙ÷Ó‰ ˙‡ ˙«‡¯Ï
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To ‘be able to’ yakhol Ï«ÎÈ
Here is the verb ‘can’ or ‘is able to’ – yakhol Ï« ÎÈ – in the present
tense. Like the English ‘can’, Ï«ÎÈ has no infinitive.
yakhol
yekholah
yekholim
yekholot
Ï«ÎÈ
‰Ï«ÎÈ
ÌÈÏ«ÎÈ
˙«Ï«ÎÈ
Root Ï-Î-È
‡»‰ ,‰˙‡ ,È‡
‡È‰ ,˙‡ ,È‡
̉ ,Ì˙‡ ,»Á‡
Ô‰, Ô˙‡ ,»Á‡
Masculine singular
Feminine singular
Masculine plural
Feminine plural
It is followed by the infinitive:
?¯˜«·· ÷‚ÙÈ‰Ï ÌÈÏ«ÎÈ Ì˙‡ ;¯ÁÓ ‡«·Ï Ï«ÎÈ È‡
I can come tomorrow; are you able to meet in the morning?
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Exercise 10
?Ï«ÎÈ ‡Ï ÈÓ? Ï«ÎÈ ÈÓ
You are planning a party and the day is approaching; you go down
the guest list to see who can and who can’t come. Read the
following and write down whether your friends are or are not able
to come:
Example:
‡«·Ï ‰Ï«ÎÈ ‡Ï
Avital is going to a concert
˯ˆ«˜Ï ˙ÎÏ«‰ ÏËÈ·‡
can’t come
ÔÓÊ ÷È ‰È‡ÓÏ Ȅ‚Ï
·¯Ú· „·«Ú ‰÷Ó
Êȯ¬· ‰Ï÷ ‰¯·Á‰Â ‰Á
‰ÙÈÁÏ Ú«ÒÏ ÌÈÎȯˆ Ô«¯«„ ‰ÈÏË
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Dialogue 3
More about Maya’s family…
?ı»·È˜ ˙¯·Á ‡Ï ¯·Î ˙‡ ‰ÓÏ
˙„·«Ú ԫ˙·÷· È‡ ‰÷‰ Ï·‡ ,ı»·È˜ ˙¯·Á ÔÈÈ„Ú È‡
.·È·‡-Ï˙·
?ı»·È˜· ÔÈÈ„Ú ‰ÁÙ÷Ó‰ ¯‡÷Â
˙«ˆ¯‡· ÌÈ„Ïȉ ‰Ï÷ ÏÚ·‰ ÌÚ ‰¯‚÷ ˙«Á‡ ÈÏ ÷È ,‡Ï
.˙ȯ·‰
.‰‡»◊ ‡Ï ‡È‰ Ï·‡ ,˙ȯ·‰ ˙«ˆ¯‡· ˙«Á‡ ÷È ÈÏ Ì‚
piter:
maya:
piter:
maya:
piter:
:¯ËÈÙ
:‰È‡Ó
:¯ËÈÙ
:‰È‡Ó
:¯ËÈÙ
lámah at kvar lo khaverat kibuts?
ani adáyin khaverat kibuts, aval ha’shanah ani b’shabaton
v’ovédet b’tel-aviv.
v’she-ar ha’mishpakhah adáyin ba’kibuts?
lo, yesh li akhot she’gárah im ha’bá-al shelah v’ha’yladim
b’artsot ha’brit.
gam li yesh akhot b’artsot ha’brit, aval hi lo nesu-ah.
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PETER:
MAYA:
PETER:
MAYA:
PETER:
Why are you no longer a kibbutz member?
I am still a member of the kibbutz, but I’m on sabbatical this
year, and I’m working in Tel Aviv.
And is the rest of the family still on the kibbutz?
No, I have a sister who lives in the United States with her
husband and children.
I also have a sister in the States, but she’s not married.
Vocabulary
kibbutz member
khaverat (f.) kibuts
sabbatical
shabaton (m.)
rest, remainder
she-ar (m.)
sister
akhot (akhayot, pl.)
husband
bá-al
children
yeladim
United States
artsot ha’brit
married
nasuy (nesu-ah, f.)
ı»·È˜ ˙¯·Á
Ô«˙·÷
¯‡÷
(˙«ÈÁ‡) ˙«Á‡
ÏÚ·
ÌÈ„ÏÈ
˙ȯ·‰ ˙«ˆ¯‡
(‰‡»◊) È»◊
Language points
Word pairs (singular) ˙»ÎÈÓÒ
Two nouns can be paired to form another word or phrase (think
of sunglasses, swimsuit…). Word pairs are very common in
Hebrew, far more common than in English. You will therefore
often need to insert a preposition such as ‘of’, ‘from’, or ‘for’ when
translating into English:
star (lit.shield) of David magen david
„„ Ï÷ Ô‚Ó = „„ Ô‚Ó
salad made of aubergines salat khatsilim
ÌÈÏȈÁÓ ËÏÒ = ÌÈÏȈÁ ËÏÒ
A history book (for [the study of] history)
‰È¯«ËÒÈ‰Ï ¯ÙÒ = ‰È¯«ËÒȉ ¯ÙÒ
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1 Sometimes the first word in the pair is altered. When a word
ending in ‘ah’ ‰ is the first word of a word pair, the ‰ changes
to ˙ :
kibbutz member
khaverat kibuts
ı»·È˜ Ï÷ ‰¯·Á = ı»·È˜ ˙¯·Á
railway station
takhanat rakévet
˙·Î¯ Ï÷ ‰Á˙ = ˙·Î¯ ˙Á˙
the Rozenman family
mishpakhat rosenman
ÔÓÊ«¯ Ï÷ ‰ÁÙ÷Ó‰ = ÔÓÊ«¯ ˙ÁÙ÷Ó
Sometimes the vowels of the first word are shortened to ease
pronunciation. A common noun which always changes as the
first word of a pair is house báyit ˙È· which becomes
a coffee house beyt kafe
a school (lit. ‘house of books’) beyt sefer
‰Ù˜ ˙È·
¯ÙÒ ˙È·
2 When word pairs are definite only the second word of the pair
is preceded by ‘the’ ‰ and the whole phrase is then definite.
Example:
a glass of water kos máyim
ÌÈÓ Ò«Î
BUT
ÌÈÓ‰ Ò«Î
the school beyt ha’séfer ¯ÙÒ‰ ˙È·
the weekend sof ha’shavú-a Ú»·÷‰ Û«Ò
the glass of water kos ha’máyim
Exercise 11
Work out the missing word pairs:
breakfast (lit. ‘morning meal’)
pop music
mushroom risotto
¯˜«· ˙Á»¯‡
¯˜«· Ï÷ ‰Á»¯‡
Ù«Ù Ï÷ ‰˜ÈÒ»Ó
˙«È¯ËÙ ÌÚ «Ë«Êȯ
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the bus station
vanilla ice cream
strawberry jam
the town theatre
cheese cake
a bottle of Cola
housework
Ò»·«Ë«‡‰ Ï÷ ‰Á˙
ÏÈ ÌÚ ‰„ÈÏ‚
ÌÈ˙»˙Ó ‰·È¯
¯ÈÚ‰ Ï÷ Ô«¯Ë‡˙
‰È·‚Ó ‰‚»Ú
‰Ï«˜ Ï÷ ˜»·˜·
˙È· Ï÷ ‰„«·Ú
The family
Israelis are family people. Strike up a conversation in a café, and
you’ll soon be meeting the whole family! Here is what family
members are called:
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father
ába
mother
íma
parents
horim
children
yeladim
boy/girl
yéled/yaldah
baby
tinok (m.)/tinóket (f.)
son
ben
daughter
bat (banot, pl.)
brother
akh
sister
akhot
cousin*
ben dod (m.)
bat dódah (f.)
cousins
(bney dodim)
uncle
dod
aunt
dódah
grandfather
sábah
grandmother
sávtah
husband
bá-al
wife
ishah (nashim)
father-in-law
khoten
mother-in-law
khoténet
brother-in-law
gis
sister-in-law
gisah
‡√‡
‡Ó‡
Ìȯ«‰
ÌÈ„ÏÈ
‰„ÏÈ/„ÏÈ
(˙)˜«È˙
Ô·
(˙«·) ˙·
Á‡
˙«Á‡
„«„ Ô·*
‰„«„ ˙·
ÌÈ„«„ È·
„«„
‰„«„
‡·Ò
‡˙·Ò
ÏÚ·
(ÌÈ÷) ‰÷ȇ
Ô˙«Á
˙˙«Á
ÒÈ‚
‰ÒÈ‚
* Notice the word pairs, (lit. ‘son of an uncle’, ‘daughter of an
aunt’). ‘The’ cousin would be ‰„«„‰ ˙· ,„«„‰ Ô· .
And here is a selection of adjectives that may describe them:
married
nasuy (nesu-ah, f.)
single
ravak (-ah, f.)
divorced
garush (grushah, f.)
young
tsa-ir (tse-irah, f.)
(‰‡»◊) È»◊
(‰)˜Â¯
(‰)÷»¯‚
(‰)¯ÈÚˆ
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‘elderly’
mevugar (mevugéret, f.)
friendly
khevruti(-t, f.)
difficult
kasheh (kashah, f.)
clever
khakham(-ah, f.)
stupid
tipesh (tipshah, f.)
funny
matskhik(-ah, f.)
serious
retsini(-t, f.)
interesting
me-anyen(-et, f.)
boring
mesha-amem(-et, f.)
tall
gavóhah (gvohah, f.)
short
namukh (nemukhah, f.)
(˙)¯‚»·Ó
(˙)È˙»¯·Á
(‰÷˜) ‰÷˜
(‰)ÌÎÁ
(‰)÷ÙÈË
(‰)˜ÈÁˆÓ
(˙)ÈȈ¯
(˙)ÔÈÈÚÓ
(˙)ÌÓÚ÷Ó
(‰)‰«·‚
(‰)Í»Ó
Exercise 12
Think of your own family; how would you describe your –
? ‰„«„ ˙· ,ÒÈ‚ ,ÌÈ„ÏÈ ,˙«ÈÁ‡ ,Ìȯ«‰ ,Ô· ,‰„«„
Example:
My aunt is funny ha’dodah sheli matskhikah
‰˜ÈÁˆÓ ÈÏ÷ ‰„«„‰
Exercise 13
Which of these words have something in common?
Rearrange them into three groups: place, person or adjective?
ȇ˜ÈÒ»Ó
ȯϻ٫Ù
¯ÈÚˆ
ı»·È˜
¯ÙÒ-˙È·
·«Á¯
ÔÈÈÚÓ
¯ˆÏÓ
Ô·
˜¯¬
‡·Ò
˙»Á
ÈȈ¯
¯·Á
ÔÓ÷
Exercise 14
We have a problem (be-ayah) ‰ÈÚ· »Ï ÷È
Read the latest family gossip and take a look at the seating plan
for Table 3 at Mike’s barmitzvah lunch: will it work?
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?ÈÓ „È ÏÚ (to sit la’shevet) ˙·÷Ï ‰ˆ«¯ ‡Ï ÈÓ
.ȬȈ ,«Ï˘ ‰ÒÈ‚‰ ˙‡ ·‰«‡ ‡Ï ‰÷Ó „«„ 1
dod moshe lo ohev et ha’gisah shelo, zipi
.‰˘Ó Ï÷ ‰˘È‡‰ ,‰¯˘ ÌÚ ˙¯·„Ó ‡Ï ȬȈ 2
zipi lo medabéret im sarah, ha’isha shel moshe
.‰Ï˘ ÒÈ‚‰ ,ÈÓÒ ˙‡ ˙·‰«‡ „‡Ó ‰¯◊ 3
sarah me-od ohévet et sami, ha’gis shelah
.˜Â¯ – ‰¯◊ ‰÷Ó Ï÷ Ô·‰ ,Ô˙«È 4
yonatan, ha’ben shel moshe v’sarah, ravak
.˜Â¯ „È ÏÚ ˙·÷Ï ‰ˆ«¯Â ‰÷»¯‚ ¯„ÓÒ 5
smadar grushah v’rotsah la’shévet al yad ravak
˙ȯ«„
ÈÒ«È
‰¯◊
dorit
yosi
sarah
ÈÓÒ
‰÷Ó
sami
moshe
¯„ÓÒ
Ô˙«È
ÈÙȈ
smadar
yonatan
zipi
Do you remember the word ki ȃ ‘because’? Tell Mike’s parents
what you think by using sentences such as:
____ Ô‰/̉/‡È‰/‡»‰ ÈÎ ____ „È ÏÚ ˙·÷Ï (‰)Ï«ÎÈ (‡Ï) ____
____ ÈÎ ____ (opposite mul) Ï»Ó ˙·˘Ï ‰ˆ«¯ (‡Ï) ____
6 Ô«È˜· ˙«ÈÈ˜
Shopping at
the mall
In this unit you will learn:
•
•
•
•
•
about shops and shopping
word pairs (pl.)
more verbs in Group 1 (roots ending in
generalizing: the impersonal form
numbers: 11–1,000
Á, Ú )
Dialogue 1
After spending a few days in the hot Israeli summer, Peter realizes
he could do with a quick shopping trip for a few essential items
before setting out on his tour with Maya.
ÌÈÓȇ˙Ó ÌÈ„‚· ÈÏ Ôȇ ?ıȘ È„‚· ˙«˜Ï Ï«ÎÈ È‡ ‰Ùȇ
.‰Ù «ÓÎ ÌÁ ‡Ï ‰ÈÏ‚‡· ÈÎ ÌÎÏ˘ ¯È‡‰ ‚ÊÓÏ
Ì„˜»Ó Á»˙Ù˘ Ò»·«Ë«‡‰ ˙Á˙Ó ˜«Á¯ ‡Ï Ô«È˜ ÷È
.‰«Ó˘· Ì÷ ÌÈÁ˙«Ù .¯˜«··
?Ô«È˜· ÷È ˙«È»Á ‰Êȇ
,ÌÈÈÙ˜÷Ó ,ÌÈÈÏÚ ,˙«ÈÈ»ˆÓ ÌÈ„‚· ˙«È»Á !ÏΉ Ì÷ ÷È
˙«È»Á È˙÷ ,ÌȯÙÒ ˙»Á (÷Ó÷ ÈÙ˜÷Ó ‰Èȇ¯ ÈÙ˜÷Ó)
?Íȯˆ ‰˙‡ „«Ú ‰Ó ,Ìȯ·‚ È„‚·Ï ‰Ï«„‚ ˙»Á ,˯«ÙÒ
.Ìȇ˙Ó Ú·«Î ‰‚‰ ̯˜ Ì‚ Íȯˆ È‡
*̯‡Ù ¯Ù»Ò·Â ,Ì«˜Ó Ïη Ìȇˆ«Ó ÌÈÚ·«Î ,˙«ÈÚ· Ôȇ
.‰˜ÈËÓÒ«˜ ȯˆ»Ó ÌȯΫÓ
:¯ËÈÙ
:‰È‡Ó
:¯ËÈÙ
:‰È‡Ó
:¯ËÈÙ
:‰È‡Ó
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4211
piter:
maya:
piter:
maya:
piter:
maya:
PETER:
MAYA:
PETER:
MAYA:
PETER:
MAYA:
eyfoh ani yakhol li’knot bigdey káyits? eyn li bgadim
mat-imim l’mézeg ha’avir shelakhem ki b’angliyah lo
kham kmo poh.
yesh kaniyon lo rakhok mi’takhanat ha’ótobus she’patúakh mukdam ba’bóker. potkhim sham b’shmóneh.
eyzeh khanuyot yesh ba’kaniyon?
yesh sham ha’kol! khanuyot bgadim metsuyanot, naaláyim, mishkafáyim (mishkafey re-iyah u’mishkafey
shémesh), khanut sfarim, shtey khanuyot sport, khanut
gdolah l’bigdey gvarim, mah od atah tsarikh?
ani tsarikh gam krem haganah v’kóva mat-im.
eyn be-ayot, kova-im mots-im b’kol makom, u’ba’super
farm* mokhrim mutsarey kosmétikah.
Where can I buy some summer clothes? I haven’t any suitable
clothes for your weather because it’s not as hot in England as
it is here.
There’s a shopping mall not far from the bus stop which is
open early in the morning. They open at eight o’clock (there).
What shops are there (in the mall)?
There’s everything! Excellent clothes shops, shoes, glasses
(optical and sunglasses), bookshops, two sports shops, a large
menswear store – what else do you need?
I also need sun (protection) cream and a suitable hat.
No problem, you find hats everywhere, and they sell cosmetics
in the Superpharm*.
* A chain of pharmacies found in many shopping areas and malls
in Israel.
Vocabulary
(item of) clothing
béged (m.) (bgadim, pl.)
summer clothes
bigdey
káyits (keytsim, pl.)
suitable
mat-im (-ah, f.)
weather
(lit. ‘temper’ of air)
mézeg (m.) avir (m.)
like, as
kmo
shopping mall
kanyon (m.)
„‚·
È„‚·
ıȘ
(‰)Ìȇ˙Ó
¯È‡ ‚ÊÓ
«ÓÎ
Ô«È˜
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far
(that/which is) open
early
all/every
all/everything
shoe
glasses
sunglasses
optical glasses
(‰)˜«Á¯
(she’) patú-akh (ptukhah, f.)
Á»˙Ù(÷)
mukdam
Ì„˜»Ó
kol
ÏÎ
ha’kol
ÏΉ
na-al (na-aláyim, f.pl.)
(ÌÈÈ)ÏÚ
mishkafáyim (m.pl.)
ÌÈÈÙ˜÷Ó
mishkafey shémesh (m.)
÷Ó÷ ÈÙ˜÷Ó
mishkafay re-iyah (m.)
‰Èȇ¯ ÈÙ˜÷Ó
rakhok (rekhukah, f.)
(lit. glasses for vision)
(ÌÈ)¯ÙÒ
man
géver (gvarim, pl.)
(ÌÈ)¯·‚
more
od
„«Ú
(sun) protection cream krem (m.) haganah (f.)
‰‚‰ ̯˜
hat
kóva (m.)
Ú·«Î
problem
be-ayah (f.)
‰ÈÚ·
they sell
mokhrim G1
(¯-Î-Ó) ÌȯΫÓ
product
mutsar (m.)
¯ˆ»Ó
cosmetics
kosmétikah (f.)
‰˜ÈËÓÒ«˜
book
séfer (sfarim, m.pl.)
Language points
Word pairs in the plural
1 Word pairs are plural if the first word in a pair is in the plural.
(Unlike English, the second word of the pair may be in the
singular).
a train station
takhanat rakévet
train stations
takhanot rakévet
an apple cake
ugat tapukhim
apple cakes
ugot tapukhim
˙·Î¯ ˙Á˙
˙·Î¯ ˙«Á˙
ÌÈÁ»Ù˙ ˙‚»Ú
ÌÈÁ»Ù˙ ˙«‚»Ú
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2 The first word of a pair may sometimes be pronounced differently, often slightly shortened. Look at the word ‘land’ érets ı¯‡
(pl. aratsot ˙«ˆ¯‡ ); as the first word of a pair in ‘The
United States’, it becomes
artsot (not aratsot) ha’brit
˙ȯ·‰ ˙«ˆ¯‡
Other examples:
present(s)
matanah/matanot
but wedding presents
matnot khatunah
˙«˙Ó / ‰˙Ó
‰»˙Á ˙«˙Ó
3 In the main, plural nouns ending with ‘ot’ ˙« – do not change
when they are the first word in a pair. (See the examples above.)
4 However, plural nouns ending with ‘im’
ÌÈ – become ‘ey’ È
Jaffa oranges tapuzim shel yaffo = tapuzey yaffo
«ÙÈ ÈÊ»Ù˙ = «ÙÈ Ï÷ ÌÈÊ»Ù˙
bottles of wine bakbukim shel yáyin = bakbukey yáyin
ÔÈÈ Ï÷ ÌȘ»·˜·
Again, some words change more than their endings:
book(s) séfer/sfarim
children’s books sifrey yeladim
clothes beged, bgadim
winter clothes bigdey khóref
(ÌÈ)¯ÙÒ
ÌÈ„ÏÈ È¯ÙÒ
(ÌÈ)„‚·
Û¯«Á È„‚·
As with all languages, correct pronunciation will come with practice.
The important thing is to be aware of these slight changes so that
when you hear a word you know, you don’t panic that its meaning
has suddenly changed when it is pronounced slighly differently.
NB Remember that when the whole word pair is definite, in the
plural as in the singular, the second word only is preceded by
‘the’ ‰ :
the children’s books sifrey ha’yladim ÌÈ„Ïȉ ȯÙÒ
the winter clothes bigdey ha’hóref Û¯«Á‰ È„‚·
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Exercise 1
Ease your way with word pairs. Practise forming word pairs in the
singular and plural by working out the examples below. You can
say them aloud, then write them down checking with the answers
section.
(We have given you the words you have not yet learnt in
brackets.)
New vocabulary
leather
or (m.)
sandal
sandal (m.)
sport
sport (m.)
sun
shémesh (f.)
hospital
beyt kholim
dress
simlah (smalot, f.)
¯«Ú
Ï„Ò
˯«ÙÒ
÷Ó÷
ÌÈÏ«Á ˙È·
‰ÏÓ◊
Example:
broccoli quiche(s)
(sing.) (pashtidah) pashtidat broccoli
ÈÏ«˜«¯· ˙„ÈË÷Ù (‰„ÈË÷Ù)
(pl.) (pashtidot) pashtidot broccoli
ÈÏ«˜«¯· ˙«„ÈË÷Ù (˙«„ÈË÷Ù)
1 clothes shop(s)
____ ____ (plural) (˙«È»Á) ____ ____ (sing.) (˙»Á)
2 leather sandal(s)
____ ____ (ÌÈÏ„Ò) ____ ____ (Ï„Ò)
3 sports’ shoe(s)
____ ____ (ÌÈÈÏÚ) ____ ____ (ÏÚ)
4 sun hat(s)
____ ____ (ÌÈÚ·«Î) ____ ____ (Ú·«Î)
5 hospital(s) (lit. ‘house(s) for the sick’ kholim ÌÈÏ«Á )
____ ____ ( batim ÌÈ˙·) ____ ____ (˙È·)
6 evening dress(es)
____ ____ (˙«ÏÓ◊) ____ ____ (‰ÏÓ◊)
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Word pairs in sentences
Adjectives and verbs always agree with the first word of a word
pair:
This evening dress does not suit you
simlat ha’érev ha’zot lo mat-imah lakh
ÍÏ ‰Óȇ˙Ó ‡Ï ˙‡Ê‰ ·¯Ú‰ ˙ÏÓ◊
My cousins are not coming to the wedding
bney ha’dodim sheli lo ba-im la’khatunah
‰»˙ÁÏ Ìȇ· ‡Ï ÈÏ÷ ÌÈ„«„‰ È·
Exercise 2
Now go back to Dialogue 1. There are more examples of word
pairs. Write them down, separating those in the singular from those
in the plural.
More verbs in Group 1:
roots ending with Á , Ú
In these verbs the last root letter is sounded with a strong ‘ah’ (Ú)
or ‘akh’ (Á) . (See Unit 1, notes on the alphabet, concerning the
letter Á at the end of a word.)
Example:
to hear
li’shmó-a
to forget
li’shkó-akh
Ú«Ó÷Ï (Ú-Ó-÷)
Á«Î÷Ï (Á-Î-÷)
Root Ú-Ó-÷ Infinitive To hear li’shmó-a Ú«Ó÷Ï
shomé-a
shomá-at
shom-im
shom-ot
ÚÓ«÷
˙ÚÓ«÷
ÌÈÚÓ«÷
˙«ÚÓ«÷
‡»‰ ,‰˙‡ ,È‡
‡È‰ ,˙‡ ,È‡
̉ ,Ì˙‡ ,»Á‡
Ô‰ ,Ô˙‡ ,»Á‡
Masculine singular
Feminine singular
Masculine plural
Feminine plural
98
Root Á-Î-÷ Infinitive To forget li’shkó-akh Á«∆Î÷Ï
shokhé-akh
ÁΫ÷
‡»‰ ,‰˙‡ ,È‡
shokhákhat
˙ÁΫ÷
‡È‰ ,˙‡ ,È‡
shokhekhim
ÌÈÁΫ÷
̉ ,Ì˙‡ ,»Á‡
shokhekhot
˙«ÁΫ÷
Ô‰ ,Ô˙‡ ,»Á‡
Masculine singular
Feminine singular
Masculine plural
Feminine plural
Other verbs following this pattern are:
to open
li’ftó-akh
to send
li’shló-akh
to know
la’dá-at
to travel
li’nsó-a
(Á-˙-Ù) Á«˙ÙÏ
(Á-Ï-÷) Á«Ï÷Ï
(Ú-„-È) ˙Ú„Ï
(Ú-Ò-) ÚÂÒÏ
Exercise 3
Give the four forms of the present tense of the verbs above,
following the examples given (check with the answer section for
pronunciation). Remember to use the root letters given in brackets,
rather than the infinitive, to conjugate the verb.
Generalizing: the impersonal form
To generalize in English, you often use the words ‘you’ – as we
are doing now – ‘they’ or ‘one’, or the passive form, such as ‘this
is how it is done’. In Hebrew, you use the present tense plural
form, ‘this is what we/you/they do’.
Summer clothes are not sold in December.
bigdey káyits lo mokhrim b’detsember
.¯·Óˆ„· ÌÈ¯Î«Ó ‡Ï ıȘ È„‚·
When does the shopping mall open?
matay potkhim et ha’kanyon?
What does one find in that shop?
mah mots-im ba’khanut ha’hi?
?Ô«È˜‰ ˙‡ ÌÈÁ˙«Ù È˙Ó
?‡È‰‰ ˙»Á· Ìȇˆ«Ó ‰Ó
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Exercise 4
The impersonal form is often used when asking for information.
Have a go by completing the questions, using the appropriate form
of the verbs (root letters given below) and choosing a suitable question word from the list.
New vocabulary
pharmacy
beyt mirkákhat (m.)
how?
ekh
to close/shut
li’sgor G1
to find
li’mtso G1
picnic
piknik (m.)
˙Á˜¯Ó ˙È·
Íȇ
(¯-‚-Ò) ¯«‚ÒÏ
(‡-ˆ-Ó) ‡«ˆÓÏ
˜È˜ÈÙ
Question words:
Íȇ ,‰Ùȇ ,‰Ó ,È˙Ó
Example:
?‰Ê‰ ¯„Á· ‰˜ÈÒ»Ó‰ ˙‡ ÌÈÚÓ«÷ (Ú-Ó-÷) Íȇ
How does one hear the music in this room?
ekh shom-im et ha’musikah ba’khéder ha’zeh
?̫ȉ ˜·‰ ˙‡ ________ (¯-‚-Ò) ________ Ú„«È ‰˙‡ 1
atah yodé-a __________ __________ et ha’bank ha’yom?
?÷Ó˘ ÈÙ˜˘Ó ________ (¯-Î-Ó) ________ 2
__________ __________ mishkafey shémesh?
?‰ÂÂˆÓ ¯·Ï ________ (‰--˜) ________ 3
__________ __________ l’bar mitsvah?
?‡«·Ï È˙Ó ________ (Ú-„-È) ________ 4
__________ __________ matay la’vo ?
?·«¯˜ ˙Á˜¯Ó ˙È· _______ (‡-ˆ-Ó) _______ ˙Ú„«È ˙‡ ÈÏ»‡ 5
ulay at yodá-at __________ __________ beyt mirkákhat karov?
?˜È˜ÈÙÏ ˙Á˜Ï ________ (Í-¯-ˆ) ________ 6
__________ __________ la’kákhat la’piknik?
100
Cultural note
Rekhov Ha’shaked is a local shopping street, typical of the kind
you are likely to find in a small Israeli town. Some of the shop
signs will indicate the type of shop; others will have names unrelated to what is on offer. Some will use the printed lettering you
have been used to reading, but others may include the handwriting
script (introduced in Unit 1). Unfamiliar names often include
pointing (vowel signs) to help with pronunciation – this is one
instance where even Israelis need help!
˜ÈË»√ 2
;beyt-kafe (m.) ‰Ù˜ ˙È· 4
;butik (m.)
ÍÒ»Ó 1
;misparah (f.) ‰¯ÙÒÓ 3
konditóriah (f.) ‰È¯«ËÈ„«˜ 5
;musakh (m.)
greengrocer’s
khanut yerakot (f.)
grocer’s
makólet (f.)
butcher’s
itliz (m.)
pharmacy
beyt mirkákhat (f.)
stationery shop
khanut kley ktivah (f.)
post office
dó-ar (m.)
bank
bank (m.)
petrol station
takhanat délek (f.)
˙«˜¯È ˙»Á
˙Ï«ÎÓ
ÊÈÏˇ
˙Á˜¯Ó ˙È·
‰·È˙Î ÈÏÎ ˙»Á
¯‡«„
˜·
˜Ï„ ˙Á˙
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Most of the shops will be familiar but you might need a little help
to know what to expect from a makólet ˙Ï«ÎÓ . One could describe
it as mini market, the equivalent of an English corner shop or
village shop. It was often the only basic needs shop in the area in
times gone by.
Exercise 5
Look closely at Rehov Ha’shaked and then read the shop signs
below. Can you hang them where they belong?
a
d
b
e
c
Exercise 6
Yossi is in a mess, he has made a list of things he needs, jotting
the items down as they come to mind. Help him re-organise his
list, by grouping the items according to the type of shop in which
he is likely to find them.
Example:
ÔÓ»ÊÓ :˜·
102
Yossi’s list
money
késef (m.)
cash
mezuman (m.)
meat
basar (m.)
sausage/salami
naknik (m.)
stamp
bul (m.)
pen
et (m.)
pencil
iparon (efronot, m./pl.)
bread roll
lakhmanyah (f.)
trousers
mikhnasáyim (m./ pl.)
letter paper
nyar (m.) mikhtavim
blouse, shirt
khultsah (f.)
sock(s)
gérev (garbáyim, m./pl.)
ÛÒÎ
ÔÓ»ÊÓ
¯◊·
˜È˜
Ï»·
ËÚ
(˙««¯ÙÚ)Ô«¯ÙÚ
‰ÈÓÁÏ
ÌÈÈÒÎÓ
ÌÈ·˙ÎÓ ¯ÈÈ
‰ˆÏ»Á
(ÌÈÈ·¯‚) ·¯‚
Exercise 7
A great idea yofi shel ra-ayon Ô«ÈÚ¯ Ï÷ ÈÙ«È
New vocabulary
first, before
kódem
then, later
akhar kakh
car
mekhonit (f.)
*khalah (f.)
delicatessen
ma-adanyah (f.)
gift, present
matanah (f.)
hair appointment
tor (m.) ba’misparah
Ì„«˜
ÍÎ ¯Á‡
˙È«ÎÓ
*‰ÏÁ
‰ÈÈ„ÚÓ
‰˙Ó
‰¯ÙÒÓ· ¯«˙
* This is a traditional loaf for the Sabbath; two loaves are
blessed to remember the double portion of manna God provided
for the Israelites in the wilderness after they came out of Egypt,
so that they would not have to work on the day of rest.
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4211
You want to meet a friend for lunch. Friday (yom shishi È÷È÷ Ì«È )
seems a good day, it being a short working day to allow time to
get home before the Sabbath which begins at sundown. You ring
your friend and suggest lunch, but she has many errands to do.
Here is how the telephone conversation starts:
?È÷È÷ Ì«È· ÌÈȯ‰ˆ ˙Á»¯‡Ï ÷‚ÙÈ‰Ï ‰ˆ«¯ ˙‡ ,‰Á Ì«Ï÷ –
È‡ ʇ ,Ì„˜»Ó Ìȯ‚«Ò È÷È÷ Ì«È· Ï·‡ !Ô«ÈÚ¯ Ï÷ ÈÙ«È ‰Ê ,ÔÎ –
…‰Îȯˆ Ì„«˜
– shalom khanah, at rotsah l’hipagesh l’arukhat tsohoráyim
b’yom shishi?
– ken, zeh yófi shel ra-ayon! aval b’yom shishi sogrim mukdam,
az ani kódem tsrikhah…
Carry on with your friend’s answer as follows:
1 … to get petrol for the car, and khalot and a chicken for
supper.
2 I want to go to the delicatessen to buy cheeses and olives.
3 They close the post office at one o’clock, so I also need to
buy stamps.
4 I also need to buy a gift for my son’s friend – maybe a book
or a nice pen.
5 I have a hair appointment at two.
6 Can we (lit. ‘is it possible’) to meet for coffee at three?
Dialogue 2
Peter makes straight for the shoe shop: what is wrong with the shoes?
?Ú·¯‡Â ÌÈÚ·¯‡ ‰„ÈÓ· ,‰Ï‡Î ÌÈÈÏÚ ÌÎÏ ÷È :¯ËÈÙ
?’Ê· «‡ Ì»Á ,¯«Á÷ ?ÛÈ„ÚÓ ‰˙‡ Ú·ˆ ‰Êȇ :˙¯Î«Ó‰
?˙«Ï«Ú Ô‰ ‰ÓÎ .ÈÈÚ· ÔÁ ˙«‡ˆ«Ó ˙«Ó»Á‰ ÌÈÈÏÚ‰ :¯ËÈÙ
.ÌÈϘ÷ ‰÷ÈÓÁ Ìȯ◊Ú ÌÈÈ˙‡Ó :˙¯Î«Ó‰
?‰Á‰ ÷È ;˙«¯˜È Ô‰ :¯ËÈÙ
104
.ÌÒ¯»ÙÓ ‚˙»Ó ‰Ê ÈÎ ˙«¯˜È Ô‰ .˙¯ÚËˆÓ È‡ ‡Ï :˙¯Î«Ó‰
The sales assistant fetches a pair and Peter tries them on.
.‰ÈÚ· »Ï ÷È !È«‡
:¯ËÈÙ
?ÍÏ ˙«¯ˆ ÌÈÈÏÚ‰ ,‰Ó :˙¯Î«Ó‰
˙ÈχÓ◊ Ï‚¯ Ì‚ ÈÏ ÷È .ÔÈÏÙ’ˆ Èϯ’ˆ ‡Ï È‡ Ï·‡ ,‡Ï
:¯ËÈÙ
.˙ÈÓÈ ˜¯ ‡Ï
!¯Á‡‰ ‚»Ê‰ ˙‡ ÏÚ« ÈÓ ÔÈÈÚÓ .˜„«ˆ ‰˙‡ !‰ÁÈÏÒ :˙¯Î«Ó‰
…¯È÷Ú Ï·‡ *˙«ÈχÓ◊ ÌÈÈÏ‚¯ È˙÷ ÌÚ »‰÷ÈÓ ‰‡¯Î
:¯ËÈÙ
piter:
ha’mokhéret:
piter:
ha’mokhéret:
piter:
ha’mokhéret:
piter:
ha’mokhéret:
piter:
ha’mokhéret:
piter:
PETER:
SALES ASSISTANT:
PETER:
SALES ASSISTANT:
PETER:
SALES ASSISTANT:
yesh lakhem na-aláyim ka-éleh, ba-midah arba-im
v’arba?
eyzeh tséva atah ma-adif? shakhor, khum o bej?
ha’na-aláyim ha’khumot mots-ot khen b’enay.
kámah hen olot?
matáyim esrim v’khamishah shkalim.
hen yekarot; yesh hanakhah?
lo ani mitsta-éret. hen yekarot ki zeh mutag
mefursam.
oy! yesh lánu be-ayah.
mah, ha’na-aláyim tsarot lekha?
lo, aval ani lo Charli Chaplin. yesh li gam régel
smalit, lo rak yemanit!
slikhah! atah tsodek. me-anyen mi no-el et ha’zug
ha’akher!
kanir-eh míshehu im shtey ragláyim smaliyot*
aval ashir…
Do you have some shoes like these, in size 44?
Which colour do you prefer? Black, brown or beige?
I like the brown shoes. How much do they cost?
225 shekels.
They’re expensive; is there a discount?
No, I’m sorry. They’re expensive because it’s a wellknown make.
The sales assistant fetches a pair and Peter tries them on.
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PETER:
Oh! we’ve got a problem.
SALES ASSISTANT: What, are the shoes [too] tight for you?
PETER:
No, but I’m not Charlie Chaplin. I have a left foot,
not just a right one.
SALES ASSISTANT: Sorry! you’re right. [It would be] interesting [to know]
who is wearing the other pair!
PETER:
Evidently someone with two left feet* – but rich…
* Having two left feet is a way of saying that someone is clumsy
in Hebrew as well as in English. Israelis also use ‘two left hands’
in a similar way:
He does not know how to open this window: he has ‘two left
hands’
hu lo yodé-a ekh liftó-akh et ha’khalon ha’zeh: yesh lo shtey
yadáyim smaliyot
ÌÈÈ„È È˙÷ «Ï ÷È ,‰Ê‰Ô«ÏÁ‰ ˙‡ Á«˙ÙÏ Íȇ Ú„«È ‡Ï ‡»‰
…˙«ÈχÓ◊
Vocabulary
sales assistant
like these
(like this)
size
colour
black
brown
beige
I like (lit.’find
charm in my eyes’)
how much/many?
(they) cost
expensive
discount
make, brand
famous
(˙)¯Î«Ó
ka-éleh (m./f., pl.)
‰Ï‡Î
(kazeh(m.) kazot(f.)
(˙‡ÊÎ,‰ÊÎ)
midah (f.)
‰„ÈÓ
tséva (m.)
Ú·ˆ
shakhor (shkhorah, f.)
¯«Á÷
khum (-ah, f.)
(‰)Ì»Á
bej (m./f., s./pl.)
’Ê·
mots-ot khen b’enay *ÈÈÚ· ÔÁ ˙«‡ˆ«Ó
mokher(-et, f.)
**?‰ÓÎ
olim G1
(‰-Ï-Ú) ÌÈÏ«Ú
yakar (yekarah, f.)
(‰)¯˜È
hanakhah (f.)
‰Á‰
mutag (m.)
‚˙»Ó
mefursam(mefursémet, f.)
(˙)ÌÒ¯»ÙÓ
kámah
106
(‰)¯ˆ
foot, leg
regel (ragláyim, f., pl.) (ÌÈÈÏ‚¯) ***Ï‚¯
(˙)ÈÓÈ
right (adj.)
yemani(-t, f.)
(˙È)χÓ◊
left (adj.)
smol (smalit, f.)
(˜-„-ˆ) ˜„«ˆ
am/is right
tsodek G1
(Ï-Ú-) ÏÚ«
wear(s) (only for shoes) no-el G1
‚»Ê
pair
zug (m.)
(˙)¯Á‡
other, different
akher(-et, f.)
(‰)¯È÷Ú
rich
ashir(-ah, f.)
tight, narrow
tsar (tsarah, f.)
* Note that the verb ‘find’ mots-ot G1 (‡- ˆ -Ó ) must agree in
number and gender with its subject, in this case ‘shoes’; e.g.
I like the hat (lit. ‘the hat finds favour in my eyes’)
ÈÈÚ· ÔÁ ‡ˆ«Ó
ha’kova motseh khen b’enay
Ú·«Î‰
**often pronounced with stress at the beginning kámah, although
the correct form is to stress the last syllable.
*** ÌÈÈÏ‚¯ like ÌÈÈÏÚ are examples of feminine nouns whose
plurals resemble the masculine; the accompanying adjectives agree
with the feminine gender:
regel smalit
˙ÈχÓ◊ Ï‚¯, na-alayim yekarot ˙«¯˜È ÌÈÈÏÚ
Useful expressions
what is the price please?
mah ha’mekhir b’vakashah?
How much does it cost?
kamah zeh oleh?
?‰÷˜·· ¯ÈÁÓ‰ ‰Ó
?‰Ï«Ú ‰Ê ‰ÓÎ
Is there a discount? yesh hanakhah?
?‰Á‰ ÷È
We have a special offer
„Á»ÈÓ Úˆ·Ó »Ï ˘È
yesh lanu mivtsa myukhad
You get a 10% discount
‰¯◊Ú ‰Á‰ Ï·˜Ó ‰˙‡
atah mekabel hanakhah asarah akhuzim
ÌÈÊ»Á‡
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4211
It costs 300 shékels with
Ϙ÷
(lit. ‘after’) a discount
zeh oleh 300 shekel akharey hanakhah
Is it possible to pay by cheque?
efshar le’shalem b’tshek?
We do not accept cheques
anakhnu lo mekablim tshekim
˙«‡Ó ÷«Ï÷ ‰Ï«Ú ‰Ê
‰Á‰ ȯÁ‡
?˜’ˆ· ÌÏ˘Ï ¯÷Ù‡
ÌȘ’ˆ ÌÈÏ·˜Ó (‡Ï) »Á‡
Do you accept credit cards?
?ȇ¯÷‡
atem mekablim kartisey ashray?
ÈÒÈ˯ΠÌÈÏ·˜Ó Ì˙‡
Exercise 8
Dialogue with a sales assistant. Practise using:
kazeh, kazot/ka-éleh
like this/these
‰Ï‡Î/˙‡ÊÎ ‰ÊÎ
New vocabulary
coat
me-il (m.)
red
adom (adumah, f.)
look(s) for
mekhapes(-et, f.)
Questions she-elot
ÏÈÚÓ
(‰)Ì«„‡
(˙)◊ÙÁÓ
˙«Ï‡÷ :
I am looking for a coat like this one but in red. How much
is it?
Do you have a special offer?
Do you accept cheques or credit cards?
108
Replies/answers tshuvot
˙«·»÷˙ :
We do not have coats like these in red.
We do have a special offer: with (lit. ‘after’) a discount, the
coat is 360 shekels.
We don’t accept credit cards, but we do accept cheques.
Language Point
Numbers 11–1,000,000
The teens
Numbers from 11 to 19 are formed much as they are in English
by adding the Hebrew equivalent of ‘teen’ – esreh (f.) ‰¯◊Ú/
asar (m.) ¯◊Ú – to the unit number. (Note that the pronunciation
of 2, 3, 7 and 9 is slightly shortened.)
Masculine
Feminine
akhad-asar
¯◊Ú-„Á‡ 11 akhat-esreh
‰¯◊Ú-˙Á‡
shnem-asar
¯◊Ú-ÌÈ÷ 12 shtem-esreh
‰¯◊Ú-ÌÈ˙÷
shloshah-asar
¯◊Ú-‰÷«Ï÷ 13 shlosh-esreh
‰¯◊Ú-÷«Ï÷
arba-ah-asar
¯◊Ú-‰Ú·¯‡ 14 arba-esreh
‰¯◊Ú-Ú·¯‡
khamishah-asar
¯◊Ú-‰÷ÈÓÁ 15 khamesh-esreh
‰¯◊Ú-÷ÓÁ
shishah-asar
¯◊Ú-‰÷È÷ 16 shesh-esreh
‰¯◊Ú-÷÷
shiv-ah-asar
¯◊Ú-‰Ú·÷ 17 shva-esreh
‰¯◊Ú-Ú·÷
shmonah-asar
¯◊Ú-‰«Ó÷ 18 shmoneh-esreh ‰¯◊Ú-‰«Ó÷
tish-ah-asar
¯◊Ú-‰Ú÷˙ 19 tsha-esreh
‰¯◊Ú-Ú÷˙
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The tens
Add ‘im’ but notice the small vowel changes.
Masculine/Feminine
¯◊Ú
10
éser
20
esrim
30
shloshim
ÌÈ÷«Ï÷
40
arba-im
ÌÈÚ·¯‡
50
khamishim
ÌÈ÷ÈÓÁ
60
shishim
ÌÈ÷È÷
70
shiv-im
ÌÈÚ·÷
80
shmonim
ÌÈ«Ó÷
90
tish-im
ÌÈÚ÷˙
Ìȯ◊Ú
The units are then added to the tens to form
÷ÓÁ ÌÈ÷ÈÓÁ
78 shiv-im u’shmóneh ‰«Ó÷ ÌÈÚ·÷
55 khamishim v’khamesh
NB Remember that the feminine form of the units is used when
counting, but when qualifying nouns, they will agree with the
noun gender:
24 buses esrim v’arba-ah otobusim (m.)
ÌÈÒ»·«Ë«‡ ‰Ú·¯‡Â Ìȯ◊Ú
24 cars esrim v’arba mekhoniyot (f.)
˙«È«ÎÓ Ú·¯‡Â Ìȯ◊Ú
110
Hundreds
Add ‘hundreds’ me-ot
small vowels changes.
˙«‡Ó to the unit number, noticing the
Masculine/Feminine
100
me-ah
200
matayim
300
shlosh me-ot
400
arba me-ot
500
khamesh me-ot
600
shesh me-ot
700
shva me-ot
800
shmoneh me-ot
900
tsha me-ot
‰‡Ó
ÌÈÈ˙‡Ó
˙«‡Ó ÷«Ï÷
˙«‡Ó Ú·¯‡
˙«‡Ó ÷ÓÁ
˙«‡Ó ÷÷
˙«‡Ó Ú·÷
˙«‡Ó ‰«Ó÷
˙«‡Ó Ú÷˙
Thousands
Add ‘thousands’ alafim ÌÈÙχ to the unit number, which here
becomes the first word in the word pair; e.g. shalosh – shloshet
˙÷«Ï÷ – ÷«Ï÷.
Masculine/Feminine
1,000
élef
2,000
alpáyim
3,000
shloshet alafim
4,000
arba-at alafim
5,000
khameshet alafim
6,000
sheshet alafim
7,000
shiv-at alafim
8,000
shmonat alafim
9,000
tish-at alafim
10,000
aseret alafim
20,000
esrim élef
100,000
me-ah élef
1,000,000
milyon
Ûχ
ÌÈÈÙχ
ÌÈÙχ ˙÷«Ï÷
ÌÈÙχ ˙Ú·¯‡
ÌÈÙχ ˙÷ÓÁ
ÌÈÙχ ˙÷÷
ÌÈÙχ ˙Ú·÷
ÌÈÙχ ˙«Ó÷
ÌÈÙχ ˙Ú÷˙
ÌÈÙχ ˙¯◊Ú
…Ûχ Ìȯ◊Ú
…Ûχ ‰‡Ó
Ô«ÈÏÈÓ
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Exercise 9
Test your general knowledge and give your answer in Hebrew:
1 How many days in February? (27 or 28)
2 How many months is an African elephant’s pregnancy?
(12, 18 or 22)
3 How tall is Mount Everest (in metres)? (8,848 or 10,031)
4 Around what year did the prophet Muhammad have his
vision? (in 595 or 610)
5 When was Sigmund Freud born? (in 1856, 1879 or 1895)
6 When did the first man walk on the moon? (in 1965, 1969 or
1970)
7 How many final letters are there in the Hebrew alphabet?
(4, 5 or 6)
Dialogue 3
Exercise 10
Peter makes his way to the Superpharm.
Below we have given you, separately, what the salesman
(ha’mokher ¯Î«ÓÁ ) says and what Peter says, in no particular
order. A quick revision of prepositions and question words learnt
so far will help you put them in the correct order to compose
Dialogue 3 for yourself in no time.
New vocabulary
to help
la-azor G1
brush
mivréshet(f.)
hair
se-ar(f.)
teeth
shináyim(f., pl.)
soap
sabon(m.)
paste
mishkhah(f.)
(¯-Ê-Ú) ¯«ÊÚÏ
˙÷¯·Ó
¯Ú◊
ÌÈÈÈ÷
Ô«·Ò
‰Á÷Ó
112
side
tsad(f.)
shampoo
shampo(m.)
small change
késef katan
change/surplus
ódef(m.)
„ˆ
«ÙÓ÷
Ô˘ ÛÒÎ
Û„«Ú
The dialogue begins with the sales assistant asking Peter if he can
help:
?..… :¯Î«Ó
..… :¯ËÈÙ
?ÌÈÈÈ◊ «‡ ¯Ú◊ ˙÷¯·Ó ,˙÷¯·Ó «Êȇ
?Íȯˆ ‰˙‡ „«Ú ‰Ó .«ÙÓ÷‰ Ï»Ó Ï‡Ó◊ „ˆ· ,Ì÷
?ÍÏ ¯«ÊÚÏ ¯÷Ù‡
.Ô«·Ò‰ „È ÏÚ ¯Ú◊‰ ˙«÷¯·Ó
.‰÷˜·· ,ÌÈϘ÷ ‰÷«Ï÷» ÌÈ÷«Ï÷
:¯Î«Ó
:¯Î«Ó
:¯Î«Ó
:¯Î«Ó
:¯Î«Ó
?¯Ú◊‰ ˙«÷¯·Ó ‰Ùȇ .‰Ê ˙‡ Ì‚Â ‰Ê ˙‡ Ì‚ Íȯˆ È‡
?Û„«Ú ÍÏ ÷È ,Ô˘ ÛÒÎ ÈÏ Ôȇ
?‰Ê ‰ÓÎ .‰„«˙ ,ÏΉ ‰Ê
.˙÷¯·Ó Íȯˆ È‡ .‰÷˜·· ÔÎ
?ÌÈÈÈ÷‰ ˙Á÷Ó ÌÈÈÈ÷‰ ˙«÷¯·Ó ‰ÙȇÂ
:¯ËÈÙ
:¯ËÈÙ
:¯ËÈÙ
:¯ËÈÙ
:¯ËÈÙ
1111
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7 Ìȯ»„ÈÒ
Making
arrangements
In this unit you will learn:
•
•
•
•
•
•
•
verbs – Group 2
the direct object pronouns oti, otkha … Í ˙ « ‡ , È ˙ « ‡
the dual ending -ayim Ì È Èhow to express age: ben/bat ˙ · / Ô ·
the days of the week and ordinal numbers
how to make comparisons: pakhot o yoter ¯ ˙ « È « ‡ ˙ « Á Ù
all day/every day kol ha’yom/kol yom Ì « È Ï Î / Ì « È ‰ Ï Î
Dialogue 1
Maya is arranging her visit to Kibbutz Mishmar Ha’Shalom with
Peter. Here she is on the phone with her mother. See what you can
read and understand, referring to the vocabulary list for new words,
but without looking at the translation and transliteration. Can you
say where she is phoning from and when she is planning to visit her
parents? Will anyone else be there?
?ÍÓ«Ï÷ ‰Ó .„¯◊Ó‰Ó ˙ÏˆÏˆÓ È‡ ,Ì«Ï˘ ‡Ó‡
È˙Ó Ï·‡ ,‰˜»ÒÚ ˙‡÷ ˙Ú„«È È‡ .‰È‡Ó ¯„Ò· ÏΉ
?Í˙«‡ Ìȇ«¯
˙·÷«Á È‡ ;„¯◊Ó‰Ó ˙¯·„Ó È‡÷ ‰·ÈÒ‰ ˜»È„· ˙‡Ê
·˙«Î ‰ÈÏ‚‡Ó ‡»‰ .‰„«·Ú‰Ó „È„È ÌÚ ¯»˜È·Ï ‡«·Ï
.ı»·È˜· Ì‚ ¯˜·Ï Ô·»ÓÎ ‰ˆ«¯Â ;ı¯‡· ÌÈÈÁ‰ ÏÚ ¯Ó‡Ó
?Ú»·÷‰ Û«Ò ˙‡¯˜Ï ‡«·Ï ÌÈÏ«ÎÈ »Á‡
?˙·÷Ï ¯‡÷È‰Ï ÌÈÏ«ÎÈ Ì˙‡ .·¯ Ô«ˆ¯· ,ȇ„ÂÂ
.‰„«˙ ?‡Ï ‰ÓÏ ,ÔÎ
:‰È‡Ó
:‡Ó‡
:‰È‡Ó
:‡Ó‡
:‰È‡Ó
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‰„Ï÷ ˙¯Î«Ê ˙‡ .˙«„Ïȉ ÌÚ ˙·÷· Ìȇ· ÈÚ«¯Â ÏÚÈ Ì‚ :‡Ó‡
‰÷˜ ÷ÓÓ, 8 ˙· ¯·Î ‡È‰ ?ÌÈÈÓ«È „«Ú· ˙„Ï»‰ Ì«È ÷È
.ÔÈÓ‡‰Ï
?‰˙Ó ‰Ï ˙«˜Ï ‰Ó Ô«ÈÚ¯ ÍÏ ÷È .˙˜„«ˆ ˙‡ ,ÔÎ :‰È‡Ó
ËÈ÷Î˙ Ë»÷Ù ÈÏ»‡ !Ì÷‰ Í»¯· ÏΉ ‰Ï ÷È .‰÷˜ ‰Ï‡÷ :‡Ó‡
?◊ÙÁÏ ÔÓÊ ÏÏη ÍÏ ÷È ?¯Ú◊Ï »‰÷Ó «‡ Ô˘
maya:
íma:
maya:
íma:
maya:
íma:
maya:
íma:
íma shalom, ani metsaltsélet meha’misrad. mah
shlomekh?
ha’kol b’séder maya. ani yoda-at she’at asukah, aval
matay ro-im otakh?
zot b’diyuk ha’sibah she’ani medabéret me’ha’misrad; ani
khoshévet l’avo l’bikur im yadid me’ha’avodah. hu
me’angliyah, v’kotev ma-amar al ha’khayim ba’árets;
v’rotseh kamuvan le’vaker gam ba’kibuts. anákhnu
yekholim l’avo likrat sof ha’shavú-a?
vaday, b’ratson rav. atem yekholim l’hisha-er l’shabat?
ken, lámah lo? todah.
gam yael v’ro-i ba-im b’shabat im ha’yladot. at zokhéret
she’l’dánah yesh yom hulédet b’od yomáyim? hi kvar bat
shmóneh, mamash kasheh l’ha-amin.
ken, at tsodéket. yesh lakh ra-ayon mah li’knot lah
matanah?
she-elah kashah. yesh lah ha’kol, barukh ha’shem! ulay
pashut takhshit katan, o máshehu la’se-ar? yesh lakh
bikhlal zman le’khapes?
MAYA: Hi, mum! I’m ringing from the office. How are you?
MOTHER: Everything’s fine, Maya. I know you’re busy, but when do we
see you?
MAYA: That’s exactly why (lit. ‘the reason’) I’m speaking from the
office. I’m thinking of coming to visit with a friend from work.
He’s from England and is writing an article on life in Israel;
and of course he wants to visit the kibbutz too. Can we come
towards the end of the week?
MOTHER: Of course, with great pleasure. Can you stay for Shabbat?
MAYA: Yes, why not? Thanks!
MOTHER: Yael and Ro-i are also coming on Shabbat with the girls. You
remember that Danah’s birthday is in a couple of days? She’s
already eight years old! It’s really hard to believe.
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MAYA:
Yes, you’re right. Do you have an idea of what to buy her
as a present?
MOTHER: Difficult question. She has everything, thank God! (lit.
‘blessed is the name’)! Maybe simply a little piece of
jewelry or something for the hair? [But] do you have time
at all to look?
Vocabulary
call(s), ring(s)
metsaltsélet G2
busy
asuk(-ah, f.)
you (direct obj.)
otakh (f., sing.)
reason
sibah (f.)
speak(s), is speaking
medabéret G2
friend
yadid (yedidah,
article
ma-amar (m.)
towards
likrat
end
sof (m.)
weekend
sof shavú-a
certainly, definitely
vaday
with pleasure, willingly
b’ratson rav
(lit. ‘with much willingness’)
why
lámah
remember(s)
zokher G1
birthday
yom hulédet
in a couple of days
b’od yomáyim
eight years old
(lit. ‘daughter of eight’)
bat shmóneh
difficult, hard*
kasheh(-ah, f.)
adverb + adj.
to believe
l’ha-amin
question
she’elah (f.)
Thank God (lit. ‘blessed
is the Name’)
barukh ha’shem
(Ï-ˆ-Ï-ˆ) ˙ψψÓ
(‰)˜»ÒÚ
Í˙«‡
‰·ÈÒ
(¯-·-„) ˙¯·„Ó
(‰)„È„È
f.)
¯Ó‡Ó
˙‡¯˜Ï
Û«Ò
Ú»·÷ Û«Ò
ȇ„ÂÂ
·¯ Ô«ˆ¯·
‰ÓÏ
(¯-Î-Ê) ¯Î«Ê
˙„Ï»‰ Ì«È
ÌÈÈÓ«È „«Ú·
8 ˙·
*‰÷˜
ÔÈÓ‡‰Ï
‰Ï‡˘
Ì÷‰ Í»¯·
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simply/simple*
pashut (pshutah, f.)
adverb + adj.
jewelry
takhshit (m.)
something
máshehu
generally, at all
bikhlal
to look for
le’khapes G2
*(‰)Ë»÷Ù
ËÈ÷Î˙
»‰÷Ó
ÏÏη
÷ÙÁÏ
*The masculine singular of a fair number of adjectives are also
used as adverbs describing ‘the manner in which’:
‰÷˜ „·«Ú ‡»‰
He works hard hu oved kasheh
They simply don’t want to go hem pashut lo rotsim la’lekhet
˙ÎÏÏ ÌȈ«¯ ‡Ï Ë»÷٠̉
Language points
Verb Group 2
Group 2 verbs add the prefix Ó to the root letters in the present
tense. Although you won’t see the prefix in the infinitive, you will
be able to recognize this verb group’s distinctive sound pattern.
Consider the verbs below (a couple of which are already familiar
to you):
Root ¯-·-„ Infinitive To speak, talk le’daber ¯·„Ï
¯·„Ó
‡»‰ ,‰˙‡ ,È‡
medabéret
˙¯·„Ó
‡È‰ ,˙‡ ,È‡
medabrim
Ìȯ·„Ó
̉ ,Ì˙‡ ,»Á‡
medabrot
˙«¯·„Ó
Ô‰ ,Ô˙‡ ,»Á‡
medaber
Masculine singular
Feminine singular
Masculine plural
Feminine plural
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Examples:
She talks the whole time
hi medabéret kol ha’zman
ÔÓʉ ÏÎ ˙¯·„Ó ‡È‰
We don’t accept cheques
anákhnu lo mekablim chekim
ÌȘ’ˆ ÌÈÏ·˜Ó ‡Ï »Á‡
They do not call on the Sabbath
hem lo metsaltselim ba’shabat
˙·÷· ÌÈÏˆÏˆÓ ‡Ï ̉
More verbs in the same group:
to search
le’khapes
to visit
le’vaker
to pay
le’shalem
to receive/get
le’kabel
to tour, travel around
le’tayel
to arrange
le’sader
to cook
le’vashel
to repair
le’taken
(◊-Ù-Á)
(¯-˜-·)
(Ì-Ï-÷)
(Ï-·-˜)
(Ï-È-Ë)
(¯-„-Ò)
(Ï-÷-·)
(Ô-˜-˙)
◊ÙÁÏ
¯˜·Ï
ÌÏ÷Ï
Ï·˜Ï
ÏÈÈËÏ
¯„ÒÏ
Ï÷·Ï
Ô˜˙Ï
Note that some verbs in Group 2 have a root of four letters, two
of which are repeated. However the conjugation follows the same
pattern.
Root Ï-ˆ-Ï-ˆ Infinitive To ring le’tsaltsel ψψÏ
ÏˆÏˆÓ ‡»‰ ,‰˙‡ ,È‡ Masculine singular
metsaltsel
metsaltsélet
˙ψψÓ
‡È‰ ,˙‡ ,È‡
Feminine singular
metsaltselim
ÌÈÏˆÏˆÓ Ì‰ ,Ì˙‡ ,»Á‡
Masculine plural
metsaltselot
˙«ÏˆÏˆÓ
Feminine plural
Ô‰, Ô˙‡ ,»Á‡
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More verbs in this group:
to scorn
le’zalzel
to spoil, damage, ruin
le’kalkel
to chatter
le’fatpet
to scribble, rattle, babble, idle chatter
le’kashkesh
to confuse, mix up
le’valbel
ÏÊÏÊÏ
ϘϘÏ
ËÙËÙÏ
÷˜÷˜Ï
Ï·Ï·Ï
These expressive verbs often crop up in idiomatic phrases:
Don’t talk nonsense (lit. ‘don’t chatter away in the kettle’)
Ì»˜Ó»˜· ÷˜÷˜˙
al tekashkesh ba’kumkum
Don’t mess me about (lit. ‘don’t confuse the mind’)
ÁÂÓ‰ ˙‡
al tevalbel et ha’mó-akh
χ
Ï·Ï·˙ χ
Exercise 1
How would you say:
She is paying in cash.
They (m.) are cooking fresh soup.
He cannot repair these shoes.
No problem, I’m arranging everything.
She is ringing from home.
They are ruining their son.
Exercise 2
Play around with the words to make sense of the following
sentences. (See our suggestions in the answers section.)
New vocabulary
vehicle, car
Example:
incorrect
rékhev (m.)
·Î¯
ÌȘÈËÒ ÌÈÏ÷·Ó ̯‡Ù ¯Ù»Ò·
ba’superfarm mevashlim steykim
in the Superpharm they cook steaks
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‰˜ÈËÓÒ«˜ ÌÈ¯Î«Ó ‰„ÚÒÓ·
incorrect
ba’mis-adah mokhrim kosmétikah
in the restaurant they sell cosmetics
Answer:
‰˜ÈËÓÒ«˜ ÌÈ¯Î«Ó Ì¯‡Ù ¯Ù»Ò·
‰„ÚÒÓ· ÌÈÏ÷·Ó ÌȘÈËÒ
correct
correct
˜Ï„ ÌÈ«˜ ‰·È˙Î ÈÏÎ ˙»Á·
ÍÒ»Ó· Ìȯ„ÒÓ ¯Ú◊‰ ˙‡
˙ÈÏ‚‡ ˜¯ ÌÈÏ·˜Ó ˜··
b’khanut kley ktivah konim delek
et ha’se-ar mesadrim ba’musakh
ba’bank mekablim rak anglit
ba’misparah medabrim gam mezuman
ÔÓ»ÊÓ Ì‚ Ìȯ·„Ó ‰¯ÙÒÓ·
ha’rékhev metaknim b’vet mirkakhat
˙Á˜¯Ó ˙È·· ÌÈ˜˙Ó ·Î¯‰ ˙‡
b’takhanat ha’délek mekhapsim efronot
˙««¯ÙÚ ÌÈ◊ÙÁÓ ˜Ï„‰ ˙Á˙·
The particle et
˙‡
+ pronoun endings
We have seen (pp. 57–8) that definite direct objects must be
preceded by ˙‡ in Hebrew;
He is opening a bottle of wine hu poté-akh bakbuk yáyin
ÔÈÈ ˜»·˜· Á˙«Ù ‡»‰
He is opening the bottle hu poté-akh et ha’bakbuk
˜»·˜·‰ ˙‡ Á˙«Ù ‡»‰
Pronouns replace specific persons or things and are therefore definite by nature. Instead of using two separate words, Hebrew
attaches pronoun endings (see pp. 74–5) to the particle ˙‡ :
(Ô)̉ (Ô)Ì˙‡
(Ô)Ì˙«‡ (Ô)ÌÎ˙‡
otam(n) etkhem(n)
them(m./f.) you(m./f.,pl.)
»Á‡
»˙«‡
‡È‰
‰˙«‡
‡»‰
«˙«‡
˙‡
Í˙«‡
‰˙‡
Í˙«‡
È‡
È˙«‡
otánu
otah
oto
otakh
otkha
oti
us
her
him
you(f.)
you(m.)
me
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Examples:
They want to meet him at the office
hem rotsim li’fgosh oto ba’misrad
„¯◊Ó· «˙«‡ ÷«‚ÙÏ ÌȈ«¯ ̉
She likes the shoes very much but in the end doesn’t buy them
hi me-od ohévet et ha’na-aláyim, aval ba’sof lo konah otan
Ô˙«‡ ‰«˜ ‡Ï Û«Ò· Ï·‡ ÌÈÈÏÚ‰ ˙‡ ˙·‰«‡ „‡Ó ‡È‰
Exercise 3
Replace the words in brackets with the correct pronouns (you will
find transliteration and translation in the answers section):
Example:
‰˙«‡ ‰‡«¯ È„‚ = (¯Ó˙ Ï˘ ˙«Á‡‰) ˙‡ ‰‡«¯ È„‚
gadi ro-eh et ha’akhot shel tamar = gadi ro-eh otah
Gadi sees Tamar’s sister = Gadi sees her
(Note that in Hebrew, as in English, a pronoun can replace a
phrase as well as a single word.)
.¯‡«„· ______ (ÌÈÏ»·) ‰«˜ È„ 1
.________ (È‡ ˙‡) ˙Ï·Ï·Ó ˙‡ 2
.________ (̉Ï÷ ˙·‰ ˙‡) Ï˜Ï˜Ï ÌȈ«¯ ‡Ï Ìȯ«‰‰ 3
.________ (˙«˙Ó) Ï·˜Ï ˙·‰«‡ ‰ÈÏ„ 4
?_______ (Ì˙‡ ˙‡) ˙«‡¯Ï ¯÷Ù‡ È˙Ó 5
The dual ending -áyim
ÌÈÈ –
Hebrew has another ending to indicate the plural known as the
‘dual ending’. While it is not always the case (viz. ‘water’ máyim
ÌÈÓ ), it can indicate two of something and is appropriately
common with nouns implying a pair. In the last unit we came across
‘shoes’ na-aláyim ÌÈÈÏÚ, ‘glasses’ mishkafáyim ÌÈÈÙ˜ ÷Ó , and
‘trousers’ mikhnasáyim ÌÈÈÒÎÓ. Note that the stress falls on the
penultimate rather than on the last syllable.) We also see it with
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nouns designating parts of the body such as ‘leg, foot’
regel/ragláyim ÌÈÈÏ‚¯/Ï‚¯ .
And it can also be used with numbers and some units of time:
month khódesh ÷„«Á ; months khodashim
months khodsháyim ÌÈÈ÷„«Á .
ÌÈ÷„«Á ; two
Exercise 4
Can you pronounce and work out the meaning of the following?
ÌÈÈÙχ ,ÌÈÈ˙‡Ó ,ÌÈÈ˙÷ ,ÌÈÈÚ»·÷ ,ÌÈÈÓ«È ,ÌÈÈ˙Ú÷
How old are you? ben/bat kamah at(ah)
?(‰)˙‡ ‰ÓÎ ˙·/Ô·
If you want to ask someone how old they are in Hebrew, you say:
Daughter/son (of) how many [years] are you?
The answer is:
I am son/daughter of ___ [years]
ani ben/bat esrim
Ìȯ◊Ú ˙·/Ô· È‡
?‡»‰ ‰ÓÎ Ô·
How old is he? ben kamah hu?
My son is two years old
ha’ben sheli hu ben shnatáyim
ÌÈÈ˙÷ Ô· ‡»‰ ÈÏ÷ Ô·‰
Can you say how old you are? (We won’t tell …)
Age of inanimate objects can be expressed similarly:
This table is two hundred years old
ha’shulkhan ha’zeh ben matáyim shanah
‰÷ ÌÈÈ˙‡Ó Ô· ‰Ê‰ ÔÁÏ»÷‰
Exercise 5
You are looking at a family photo with an elderly relative who
wants to remember who everyone is and how old they are; tell her:
This is (lit. ‘These are’) David and Nilly. He is 27 and she is 24.
This is their baby. He is 14 months old and is already walking.
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This is Martin, my father’s brother. He’s already 65, and this is
his son Gal, 30 years old and not married!
This is my cousin Michal. She’s 19, a student at Tel Aviv
University.
The small boy on the left-hand side: he’s Martin’s grandson
(nékhed „Î ) from his daughter. He’s 8 years old.
Dialogue 2
Maya is discussing her plans with Rachel, her colleague:
?˙ÚÒ« ˙‡ ÔÓÊ ‰ÓÎÏ Ê‡ :ÏÁ¯
«‡ *È÷È÷ Ì«È· Ì„˜»Ó ‰„«·Ú‰ ˙‡ ¯«Ó‚Ï ‰ˆ«¯ È‡ :‰È‡Ó
Ú˜˙È‰Ï ‡Ï È„Î ,‰ÏÈÏ· È÷ÈÓÁ Ì«È· ˙‡ˆÏ »ÏÈÙ‡
Ì«ÈÓ .¯ËÈÙ ÌÚ Ìȯ«‰‰ ψ‡ È‡ ˙·÷ Ì«È· .ÌȘ˜Ù·
È÷ Ì«È ,˙Ùˆ· Ô«÷‡¯ Ì«È ;ÏÈÏ‚· ÌÈÏÈÈËÓ »Á‡ Ô«÷‡¯
.˙¯η ÈÚÈ·¯ „Ú
Ì«˜Ó· Ì«È ÏÎ ˙«È‰Ï ¯÷‡Ó ·«Ë ¯˙«È .‰·«Ë ˙ÈÎ˙ ˙‡Ê :ÏÁ¯
ʇ .Ï»ÈË‰Ó ¯·„ Û«Ò· ÌÈ¯Î«Ê ‡ÏÂ Ï·Ï·Ó Ì˙Ò ‰Ê ,¯Á‡
. Ú»·÷‰ ÏÎÏ ˙ÚÒ« ˙‡ ,ÍΠ̇
?Ô«Î ÈÏÚ ˙ÓÁ¯Ó ‡Ï ˙‡ :‰È‡Ó
˙‡ ‰Ó ¯Ó‡Ó‰ ˙‡ ·˙«Î ‡»‰ !ÛÈÎ ‰Êȇ !‡Ï ÷ÓÓ :ÏÁ¯
?‰÷«Ú
rakhel: az l’kamah zman at nosá-at?
maya: ani rotsah li’gmor et ha’avodah mukdam b’yom shishi* o
afílu la’tset b’yom khamishi ba’láylah, kdey lo l’hitaka
ba’pkakim. b’yom shabat ani etsel ha’horim im piter.
mi’yom rishon anákhnu metaylim ba’galil; yom rishon
bi’tsfat, yom sheni ad revi-i ba’kinéret.
rakhel: zot tokhnit tovah. yoter tov me-asher li’hiyot kol yom
b’makom akher, zeh stam mevalbel v’lo zokhrim ba’sof
davar me’ha’tiyul. az im kakh, at nosá-at l’kol ha’shavú-a?
maya: at lo merakhémet alay, nakhon?
rakhel: mamash lo! éyzeh kef! hu kotev et ha’ma-amar v’mah at
osah?
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RACHEL: So, how long are you travelling for?
MAYA: I’d like to finish work early on Friday* or even leave Thursday
night, not to get stuck in the traffic jams. On Saturday I’m at
my parents’ with Peter. On Sunday we’re touring in the
Galilee. Sunday in Safed, Monday until Wednesday on the Sea
of Galilee.
RACHEL: It’s a good plan. Better than being in a different place every
day; that’s just confusing and you don’t remember anything of
the trip in the end. So if that’s the case, you’ll be going away
for the whole week.
MAYA: You’ve no sympathy for me, have you (lit. ‘right’)?
RACHEL: Absolutely not! What fun! He’s writing the article and what are
you doing?
* For the days of the week, see the language point below.
Vocabulary
(¯-Ó-‚) ¯«Ó‚Ï
to go out, leave
la’tset G1
(‡-ˆ-È) ˙‡ˆÏ
in order to
kedey (+ infinitive)
È„Î
to get stuck
l’hitaka
Ú˜˙ȉÏ
traffic jam (also plug)
pkak (m.)
˜˜Ù
at, with, at the home of etzel
ψ‡
Galilee
galil
ÏÈÏ‚
more… than
yoter… mi (me’asher) (¯ ÷‡Ó )Ó …¯˙«È
to be
li’hiyot
˙«È‰Ï
just, merely
stam
Ì˙Ò
thing
davar (m.)
¯·„
tour, trip
tiyul (m.)
Ï»ÈË
thus, so
im kakh
ÍΠ̇
whole, entire
shalem (shlemah, f.)
(‰)ÌÏ÷
pity, have sympathy for merakhémet (f.) al G2
ÏÚ ˙ÓÁ¯Ó
(Ì-Á-¯)
fun
kef (m.)
ÛÈÎ
to finish
li’gmor G1
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Language points
Days of the week and ordinal numbers
In Dialogue 1 above, Maya refers to yom shishi, yom khamishi,
yom shabat – the days of the week. Hebrew uses ordinals to name
the days, echoing the order of creation in that first week in Genesis.
Ordinals have both masculine and feminine forms and follow the
noun. You’ll notice that, apart from ‘first’, which comes from rosh
÷‡¯ ‘head’, ordinals derive from the cardinals you have already
learnt, with some vowel changes. Generally ‘i’ È is added for the
masculine and ‘it’ ˙È for the feminine.
(‰)Ô«÷‡¯
1st
rishon(-ah,f.)
2nd
sheni(shniyah)
3rd
shlishi(-t)
(˙)È÷ÈÏ÷
4th
revi-i(-t)
(˙)ÈÚÈ·¯
5th
khamishi(-t)
6th
shishi(-t)
(˙)È÷È÷
7th
shvi-i(-t)
(˙)ÈÚÈ·÷
8th
shmini(-t)
(˙)ÈÈÓ÷
9th
tshi-i(-t)
(˙)ÈÚÈ÷˙
10th
asiri(-t)
(˙)ȯÈ◊Ú
(‰)È÷
(˙)È÷ÈÓÁ
‘Day’ yom Ì«È is masculine in Hebrew, so the days of the week
use the masculine form of the ordinals. The last day of the week,
the seventh day, Saturday, is a day of rest in the Bible, the Sabbath
shabat ˙·÷ . So the first day of the week in Israel, yom rishon
Ô«÷‡¯ Ì«È , is Sunday.
Israelis also often use the Aleph Bet letters to specify the days of
the week, mostly in writing.
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’‡ Ì«È/Ô«÷‡¯ Ì«È
Sunday
yom rishon/
yom aleph
Monday
yom sheni/
yom bet
Tuesday
yom shlishi/
yom gimmel
’‚ Ì«È/È÷ÈÏ÷ Ì«È
Wednesday
yom revi-i/
yom dalet
’„ Ì«È/ÈÚÈ·¯ Ì«È
Thursday
yom khamishi/
yom hey
Friday
yom shishi/
yom vav
Saturday
yom shabat/
Sabbath
shabat
’· Ì«È/È÷ Ì«È
’‰ Ì«È/È÷ÈÓÁ Ì«È
’ ̫È/È÷È÷ Ì«È
˙·÷ Ì«È
˙·÷
Exercise 6
We say the same thing!
Match these idiomatic Hebrew phrases with their English
equivalent.
Example:
second fiddle
kinor sheni
ba’raki-a ha’shvi-i
b’mabat rishon
khush shishi
hizdamnut shniyah
gáyis khamishi
sixth sense; at first sight; a fifth column;
in seventh heaven; a second chance
È÷ ¯«ÈÎ
ÈÚÈ·÷‰ ÚȘ¯·
Ô«÷‡¯ Ë·Ó·
È÷È÷ ÷»Á
‰ÈÈ÷ ˙»ӄʉ
È÷ÈÓÁ ÒÈ‚
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Comparing
Equivalence
To liken one thing to another you use k’
Î or kmo «Ó∆Î :
He’s not as clever as Einstein but (he’s) taller
hu lo khakham kmo/k’aynshtayn aval yoter gavóhah
‰«·‚ ¯˙«È Ï·‡ ,ÔÈÈË÷ȇ «ÓÎ/ÔÈÈË÷ȇΠÌÎÁ ‡Ï ‡»‰
I am looking for a dress like this and trousers like those
ani mekhapéset simlah kazot v’mikhnasáyim ka’éleh
‰Ï‡Î ÌÈÈÒÎÓ ,˙‡ÊÎ ‰ÏÓ◊ ˙÷ÙÁÓ È‡
NB ‘ka’ here is a contraction of k’ + the definite article ‘ha’
(see p. 80, ƒ = ‰ + ƒ ).
More or less pakhot o yoter ¯˙«È «‡ ˙«ÁÙ
To compare people or objects, you insert the adverbs ‘more’ yoter
¯˙«È or ‘less’ pakhot ˙«ÁÙ before or after the adjective you are
qualifying. ‘Than’ is expressed by the preposition mi’ Ó or the full
form me’asher ¯÷‡Ó .
Example:
The Dead Sea is less hot than the Sea of Galilee
yam ha’mélakh yoter kham mi’yam kinéret
˙¯Î ÌÈÓ ÌÁ ¯˙«È ÁÏÓ‰ ÌÈ
and smaller (lit. ‘less big’) than the Mediterranean
u’pakhot gadol me’asher ha’yam ha’tikhon
Ô«ÎÈ˙‰ Ìȉ ¯÷‡Ó Ï«„‚ ˙«ÁÙÂ
It’s easier to cook for ten than to look for a birthday present
for my husband
yoter kal le’vashel l’asarah, me’asher le’khapes matanah l’yom
ha’hulédet shel ha’bá-al sheli
Ï÷ ˙„Ï»‰‰ Ì«ÈÏ ‰˙Ó ◊ÙÁÏ ¯˘‡Ó ‰¯◊ÚÏ Ï÷·Ï Ϙ ¯˙«È
ÈÏ÷ ÏÚ·‰
Note that unlike
ƒ , mi’ Ó (from) does not contract before the
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definite article, but the pronunciation changes from ‘mi’
me’ha’ …‰Ó :
Ó to
Martin is older than his brother
martin yoter mevugar me’ha’akh shelo
«Ï÷ Á‡‰Ó ¯‚»·Ó ¯˙«È ÔÈ˯Ó
Too much/too little yoter miday/pakhot miday
È„Ó (˙«ÁÙ)/È„Ó (¯˙«È)
The dress is too big
ha’simlah yoter miday gdolah
or ha’simlah gdolah miday
È„Ó ‰Ï«„‚ ‰ÏÓ◊‰/‰Ï«„‚ È„Ó ¯˙«È ‰ÏÓ◊‰
NB Without È„Ó (˙«ÁÙ)/È„Ó
after the adjective.
(¯˙«È) , ‘too’ miday È„Ó must come
Not enough lo maspik ˜ÈÙÒÓ ‡Ï
This soup is not hot enough ha’marak ha’zeh lo maspik kham
ÌÁ ˜ÈÙÒÓ ‡Ï ‰Ê‰ ˜¯Ó‰
Exercise 7
New vocabulary
dark
wide
keheh (kehah, f.)
rakhav (rekhavah, f.)
‰‰Î
·Á¯
Rearrange these words to form sentences:
Ôȇ /È„Ó /ÈÏ /˜»ÒÚ /¯˙«È /È‡ /ÔÓÊ
Ìȯ˜È /ÌÈÈ·¯‚‰ /¯˙«È /ÌÈÈÏÚ‰Ó
ÌÈ·Á¯ /‡Ï /ÌÈÈÒÎÓ‰ /˜ÈÙÒÓ
Ú·ˆ·/È‡ /‰‰Î /Ï·‡ /˙«ÁÙ /˙‡ÊÎ /˙◊ÙÁÓ /‰ÏÓ◊
Ò»·«Ë«‡‰ /·«Ë /˙‡ /¯˘‡Ó /Ï‚¯· /˙Á˜Ï /¯˙«È /˙ÎÏÏ
1
2
3
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5
128
Kol Ï Î – each and every, and sometimes the
entire thing…
You have come across this important word before. Let’s look closer
at how it works.
Notice the difference:
Ì«È ÏÎ ˙„·«Ú È‡
I work every day ani ovédet kol yom
I work the whole day ani ovédet kol ha’yom
̫ȉ ÏÎ ˙„·«Ú È‡
We live in the city all year but, thank God, every year we go
away for a holiday anákhnu garim kol ha’shanah ba-ir aval,
todah la-el, kol shanah anákhnu yotsim l’khufshah
Ìȇˆ«È »Á‡ ,Ï‡Ï ‰„«˙ ,Ï·‡ ¯ÈÚ· ‰÷‰ ÏÎ Ìȯ‚ »Á‡
‰÷Ù»ÁÏ ‰÷ ÏÎ
ÏÎ does not change with number or gender:
The whole family is coming to the kibbutz for the Sabbath
kol ha’mishpakhah ba-ah la’kibuts l’shabat
˙·÷Ï ı»·È˜Ï ‰‡· ‰ÁÙ÷Ó‰ ÏÎ
Not every tourist visits the
Galilee
lo kol tayar mevaker ba’galil
ÏÈÏ‚· ¯˜·Ó ¯ÈÈ˙ ÏÎ ‡Ï
ÏÎ can also take the pronoun
endings to express ‘all of me’, ‘all of
it’ ‘all of them’ etc. (see the
Prepositions chart, p. 348–9). You
are very likely to come across the
phrase ‘all of us’ kulanu »ϻΠand
particularly ‘all of them’, meaning
‘everyone’ kulam ÌϻΠ.
Note how the vowel changes from
‘o’ to ‘u’:
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Everyone thinks that the bus is better than the train.
kulam khoshvim she’ha’otobus yoter tov me’ha’rakévet
˙·Î¯‰Ó ·«Ë ¯˙«È Ò»·«Ë«‡‰÷ ÌÈ·÷«Á ÌÏ»Î
Have you taken all this in? kol ha’kavod!
!„«·Î‰ ÏÎ
This common Israeli expression means ‘well done’; literally ‘all
respect („«·Î) [is due to you]’:
You have run the Marathon –
!„«·Î‰ ÏÎ
You have almost completed seven units of a Hebrew course –
!„«·Î‰ ÏÎ
Exercise 8
Read the dialogue and answer the questions below.
New vocabulary
customer
lakó-akh(-khah, f.)
wedding
khatunah (f.)
laugh(s)
tsokhéket (f.) G1
silk
méshi (m.)
festive
khagigi(-t, f.)
long
arokh (arukah, f.)
[it’s] not terrible
i.e. never mind
lo nora
ready
mukhan(-ah, f.)
‰Á«˜Ï
‰»˙Á
(˜-Á-ˆ) ˙˜Á«ˆ
È÷Ó
(˙)È‚È‚Á
(‰Î) Í«¯‡
‡¯« ‡Ï
(‰)ÔλÓ
ÈÏ÷ ˙·‰ Ï÷ ‰»˙ÁÏ ˙„Á»ÈÓ ·¯Ú ˙ÏÓ◊ ˙◊ÙÁÓ È‡ :‰Á«˜Ï
!˙«„Á»ÈÓ »Ï÷ ˙«ÏÓ◊‰ ÏÎ :˙¯Î«Ó
?È÷ÓÓ Ìȇ˙Ó »‰÷Ó ÍÏ ÷È :(˙˜Á«ˆ) ‰Á«˜Ï
.˙È‚È‚Á „‡Ó ,È÷ÓÓ ‰¯«Á÷ ‰ÏÓ◊ ÈÏ ÷È :˙¯Î«Ó
.‰Î»¯‡ È„Ó ¯˙«È ‰ÏÓ◊‰ ,˙¯ÚËˆÓ È‡ :‰Á«˜Ï
»‰÷Ó Ì‚ ÈÏ ÷È Ï·‡ .Ì«˜Ó· ÌÈ˜˙Ó »Á‡ ,‡¯« ‡Ï :˙¯Î«Ó
.¯˙«È ÌÏ÷Ï ‰Î»Ó ˙‡ ̇ ,ÍÏ÷ ‰„ÈÓ· ¯Á‡
.¯˙«È ÈÈÚ· ÔÁ ˙‡ˆ«Ó ˙‡Ê‰ ‰ÏÓ◊‰ ÔÎ :‰Á«˜Ï
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lakokhah: ani mekhapéset simlat érev meyukhédet la’khatunah
shel ha’bat sheli.
mokhéret: kol ha’smalot shelánu meyukhadot!
lakokhah (tsokhéket): yesh lakh máshehu mat-im mi’méshi?
mokhéret: yesh li simlah shkhorah mi’méshi, me-od khagigit.
lakokhah: ani mitsta-éret, ha’simlah yoter miday arukah.
mokhéret: lo nora, anákhnu metaknim ba’makom. aval yesh li
gam máshehu akher ba’midah shelakh, im at
mukhanah le’shalem yoter.
lakokhah: ken, ha’simlah ha’zot motset khen b’enay yoter.
1 Is the customer looking for a dress for a friend’s wedding?
2 Why is the customer laughing?
3 What is the problem with the dress and can anything be done?
4 Does the customer buy it?
Exercise 9
When are you free? ?‰È»Ù ˙‡ È˙Ó ȻÙ ‰˙‡ È˙Ó
Look at Gady’s diary and see what he has on this week. Gilah is
on the phone trying to arrange an evening for them to meet. Their
conversation is partly constructed below. Answer for Gady using
the information in his diary. (See the answers section for our
suggestions, with transliteration and translation.)
New vocabulary
feel(s)
margish G2
until
ad
meeting
pgishah (f.)
visit
bikur (m.)
cinema
kolnó-a (m.)
bicycle
ofanáyim (m./pl.)
doctor
rofe (rofah, f.)
(˘-‚-¯) ÷È‚¯Ó
„Ú
‰÷È‚Ù
¯»˜È·
Ú«Ï«˜
ÌÈÈÙ‡
(‰)‡Ù«¯
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Gady’s diary ha’yoman shel gadi È„‚ Ï÷ Ôӫȉ
È÷ÈÓÁ Ì«È
‰ÙÈÁ
˙·Î¯ 8.00
Ô«÷‡¯ Ì«È
‡Ù«¯ 9.00
˜·· ‰÷È‚Ù 14.30
˙·Î¯ 20.30
È÷È÷ Ì«È
20.00
·¯Ú ˙Á»¯‡ -Ô«Ò„È„ ˙ÁÙ÷Ó
˙·÷ Ì«È
ÌÈÈÙ«‡ Ï»ÈË
È÷ Ì«È
‰¯ÙÒÓ 13.00
Ô«¯«„ ÈÓ˙/‰»˙Á 19.30
È÷ÈÏ÷ Ì«È
ÍÒ»ÓÏ ˙È«ÎÓ/ ·Î¯ 13.00
Ìȯ«‰ ¯»˜È· 14.00
(?Ú«Ï«˜)
:Ìȯ»„ÈÒ
ÌÈÈÙ‡‰ ˙‡ Ô˜˙Ï
‰»˙ÁÏ ‰˙Ó ˙«˜Ï
ÈÚÈ·¯ Ì«È
«„»’‚ 18.30 – 19.30
?‡Ù«¯Ï ¯«˙ ÍÏ ÷È È˙Ó ?·«Ë ¯˙«È ÷È‚¯Ó ‰˙‡ .È„‚ Ì«Ï÷ :‰ÏÈ‚
. ______ ÷È ______ ¯˙«È ÷È‚¯Ó È‡ ,ÔÎ :È„‚
?·¯Ú· È÷ÈÓÁ Ì«È· È»Ù ‰˙‡ ÈÏ»‡ ?Ú»·÷‰ ˜»ÒÚ ‰˙‡ :‰ÏÈ‚
. ______ È‡ ______ È‡ ,‡Ï :È„‚
?ÈÚÈ·¯ Ì«È ÌÚ ‰Ó :‰ÏÈ‚
. ______ ÈÏ ÷È :È„‚
?˙·÷Ï ÍÏ÷ ˙«ÈÎ˙‰ ‰Ó :‰ÏÈ‚
. ______ Ï·‡ ______ ÍÎ ¯Á‡Â ,______ ÚÒ« È‡ :È„‚
÷„Á‰ ˯҉ ‰‡ ˙«‡¯Ï „ÁÈ· ÍÏ ‡«· ʇ ,ÔÈ»ˆÓ :‰ÏÈ‚
.ÔÁ Ú«Ï«˜·
! ______ Ï÷ ÈÙ«È :È„‚
8 ÔÓÊ·» ͯ„·
On the road
and on time
In this unit you will learn:
•
•
•
•
•
•
how to follow instructions and find your way
means of transport and adverbs of direction
how to tell the time
months, seasons and festivals of the year
verbs – Group 3 Ï È Ú Ù ‰
superlatives: hakhi… b’yoter ¯ ˙ « È · … È Î ‰
Dialogue 1
Peter is at the central bus station (takhanah merkazit ˙ÈÊÎ¯Ó ‰Á˙ )
in Tel Aviv on his way to Kibbutz Mishmar Ha’Shalom. Maya has
gone on ahead and they have arranged to meet in Haifa where Peter
would have to change buses. Peter now finds that there are other
ways to get to the kibbutz, and his predicament seems to be of interest
to more than just the ticket officer.
Day ticket for the Tel-Aviv area
Train ticket: Tel-Aviv to
Be-er-Shéva
Bus tickets from the Dan and Egged co-operatives
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.‰÷˜·· *‰ÙÈÁÏ ÒÈ˯ΠÍȯˆ È‡ :¯ËÈÙ
˙‡ «‡ ¯È÷ȉ Ò»·«Ë«‡‰ ˙‡ ?‰ˆ«¯ ‰˙‡ Ò»·«Ë«‡ ‰Êȇ :ȇٻ˜
?ÛÒ‡Ó‰
¯Ó÷Ó ı»·È˜Ï ÚÈ‚‰Ï Íȯˆ ̈ڷ È‡ ,Ú„«È ‡Ï È‡ :¯ËÈÙ
.‰ÙÈÁ „È ÏÚ Ì«Ï÷‰
È˙Ú„ ÈÙÏ .ͯ„‰ ˙‡ ‰¯ÈÎÓ È‡ !Ì«Ï˘‰ ¯Ó÷Ó ı»·È˜ :˙ÏÈÈÁ
ÚÒ« ‡»‰ ÈÎ ‰ÙÈÁÏ ¯È÷ȉ Ò»·«Ë«‡‰ ˙‡ ˙Á˜Ï ȇ„Î
.‰ÙÈÁ· Ò»·«Ë«‡ ÛÈÏÁ‰Ï ÌÈÎȯˆ ,ʇ Ï·‡ .¯È‰Ó‰ ÷ȷη
ÚÒ«
˙ÈÚÓ ¯˙«È ‰·¯‰ ͯ„‰ ,¯‰ÓÓ ‡Ï ‰˙‡ ̇ ,È»Ï˙ ‰Ê :¯‚»·Ó
.*·˜ÚÈ Ô«¯ÎÊ Í¯„ ÌÈÚÒ« ̇
Ò»·«Ë«‡‰ ;‰Ú÷ Ú·¯ ÏÎ ‡ˆ«È ‰ÙÈÁÏ ¯È÷ȉ Ò»·«Ë«‡‰ :ȇٻ˜
Ì‚ ÷È ,˙«˜„ 45 ÏÎ ‡ˆ«È ·˜ÚÈ Ô«¯ÎÊ Í¯„ ¯·«Ú÷
¯Ó÷Ó ı»·È˜Ï ·«¯˜ ¯ˆ«Ú *‰¯„Á ͯ„ ÚÒ«÷ Ò»·«Ë«‡
‰Ó ʇ .ȈÁ ‰¯÷Ú ˙Á‡ ‰Ú÷· ˜¯ ‡ˆ«È ‡»‰ .Ì«Ï÷‰
?ËÈÏÁÓ ‰˙‡
…ÔÙÏËÏ Íȯˆ È‡ !Ï·Ï»·Ó È¯Ó‚Ï È‡ ÂÈ÷ÎÚ !¯ÚËˆÓ :¯ËÈÙ
Zikhron Ya-akov =
piter:
kupay:
piter:
khayélet:
nosé-a
mevugar:
·˜ÚÈ Ô«¯ÎÊ , Haifa kheyfah = ‰ÙÈÁ*
Hadera khederah = ‰¯„Á
ani tsarikh kartis l’kheyfah b’vakashah.
éyzeh ótobus atah rotseh? et ha’ótobus ha’yashir
o et ha’me-asef?
ani lo yodé-a. ani b’étsem tsarikh l’hagí-a l’kibuts
mishmar ha’shalom al yad kheyfah.
kibuts mishmar ha’shalom! ani makirah et
ha’dérekh. l’fi da-ati keday la’kákhat et ha’ótobus
ha’yashir l’kheyfah ki hu nosé-a ba’kvish
ha’mahir. aval az, tsrikhim l’hakhlif ótobus
b’kheyfah.
zeh taluy. im atah lo memaher, ha’dérekh
harbeh yoter me-anyénet im nos-im dérekh
zikhron ya-akov.
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kupay:
ha’ótobus ha’yashir l’kheyfah yotse kol réva shaah; ha’ótobus she’over dérekh zikhron ya-akov
yotse kol arba-im v’khamesh dakot, v’yesh gam
ótobus she’over dérekh khadéra she’otser karov
l’kibuts mishmar ha’shalom. hu yotse rak b’shaah akhat esreh va’khétsi. az mah atah makhlit?
mitsta-er! akhshav ani le’gámrey mevulbal! ani
tsarikh le’talfen…
piter:
PETER:
TICKET
OFFICER:
PETER:
GIRL
AN
SOLDIER:
I need a ticket to Haifa please.
Which bus do you want? The direct bus or the one
which stops on the way?
I don’t know. I actually need to get to Kibbutz
Mishmar Ha’Shalom near Haifa.
Kibbutz Mishmar Ha’Shalom! I know the way. In my
view, it’s worth taking the express bus to Haifa,
because it goes on the fast road. But then you need to
change buses in Haifa.
ELDERLY
PASSENGER:
TICKET
OFFICER:
PETER:
It depends. If you’re not in a hurry, the journey is
much more interesting if you go via Zikhron Ya-akov.
The direct bus to Haifa leaves every quarter of an
hour. The bus which goes via Zikhron Ya-akov leaves
every 45 minutes. And there’s another bus which goes
via Hadera which stops near Kibbutz Mishmar
Ha’Shalom. It leaves only at 11.30. So what’s your
decision (lit. ‘what are you deciding’)?
I’m sorry, now I’m completely confused! I need to
telephone…
Vocabulary
cashier, ticket officer
kupay(-it, f.)
direct (express)
yashir (yeshirah, f.)
stopping [bus]
(lit. ‘collecting’)
me-asef
to arrive, to get to
l’hagí-a G3
soldier
khayal (khayélet, f.)
know(s)
makir (makirah, f.)
(for people and places)
(˙)ȇٻ˜
(‰)¯È÷È
ÛÒ‡Ó
(Ú-‚-) ÚÈ‚‰Ï
(˙)ÏÈÈÁ
(¯-Î-) (‰)¯ÈÎÓ
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way/path/road (noun)
via, through (prep.)
dérekh (m. and f.)
in my view
l’fi da-ati
(it’s) worth, worthwhile keday
ͯ„
È˙Ú„ ÈÙÏ
ȇ„Î
÷È·Î
(‰)¯È‰Ó
(˙)ÚÒ«
È»Ï˙ ‰Ê
(Û-Ï-Á) ÛÈÏÁ‰Ï
̇
(¯-‰-Ó) ¯‰ÓÓ
Ú·¯
‰Ú÷
(¯-·-Ú) ¯·«Ú
road
kvish (m.)
fast
mahir(-ah, f.)
traveller, passenger
nosé-a (nosa-at, f.)
it depends
zeh taluy
to change
l’hakhlif G3
if
im
am/is/are/ in a hurry
memaher G2
quarter (of)
an hour
réva
sha-ah
go(es) via, pass(es)
through
over G1
minute
‰˜„
(‡-ˆ-È) ‡ˆ«È
yotse G1
(¯-ˆ-Ú) ¯ˆ«Ú
otser G1
ȈÁ(Â)
(va’)khétsi
(Ë-Ï-Á) ËÈÏÁÓ
makhlit G3
ȯӂÏ
l’gamrey
(˙)Ï·Ï»·Ó
mevulbal (mevulbélet, f.)
(Ô-Ù-Ï-Ë) ÔÙÏËÏ
le’talpen G2
dakah (f.)
leave(s), go(es) out
stop(s)
(and a) half
decide(s)
utterly/completely
confused
to telephone
Exercise 1
Right nakhon Ô«Î or wrong lo nakhon? Ô«Î ‡Ï
Read the dialogue again: which of the statements are true and
which are false?
.Ì«Ï÷‰ ¯Ó÷Ó ı»·È˜Ï ¯È÷È Ò»·«Ë«‡ Ôȇ 1
.‰ÙÈÁ· Ò»·«Ë«‡ ÛÈÏÁ‰Ï ¯÷Ù‡ 2
.·˜ÚÈ Ô«¯ÎÊ Í¯„ Ú«ÒÏ ÔÈÈÚÓ ¯˙«È÷ ˙¯Ó«‡ ˙ÏÈÈÁ‰ 3
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Ú«ÒÏ ·«Ë ¯˙«È ,¯‰ÓÓ ¯ËÈ٠̇÷ ·÷«Á ¯‚»·Ó‰ ÚÒ«‰
.‰¯„Á ͯ„
.‰Ú÷ Ú·¯ ÏÎ ‡ˆ«È ·˜ÚÈ Ô«¯ÎÊ Í¯„ ÚÒ«÷ Ò»·«Ë«‡‰
.ȈÁ ‰¯÷Ú ˙Á‡· ‡ˆ«È ,ı»·È˜Ï ·«¯˜ ¯ˆ«Ú÷ Ò»·«Ë«‡‰
.ËÈÏÁ‰Ï ‰Ó Ú„«È ‡Ï ¯ËÈÙ
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5
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7
Language points
Verb Group 3 hif-il
ÏÈÚÙ‰
You have already learnt two verb groups. Group 1 is known in
Hebrew as pa-al ÏÚ¬ , which includes simple action verbs such as
‘to write’ li’khtov ·«˙ÎÏ or ‘to work’ la’avod „«·ÚÏ .
Group 2 is known as pi-el ÏÚȬ and these verbs suggest a more
intensive or deliberate element in the action. Think of the difference between saying and speaking (le’daber ¯·„Ï ), seeing something and looking for it (le’khapes ◊¬ÁÏ ) and going somewhere
and visiting (le’vaker ¯˜·Ï ).
Group 3 (hif-il ÏÈÚÙ‰ ) verbs tend to ‘cause things to happen’
and therefore ask quite naturally for a direct object, although the
sentence may not give one: ‘I need to change (l’hakhlif ÛÈÏÁ‰Ï )
(change what?).
Group 3 verbs begin with l’ha in the infinitive, and (like Group 2
ÏÚȬ ) add the prefix Ó to the root letters in the present tense.
Another distinctive feature of this group is the addition of a yod
È between the second and third root letters.
Whether or not you remember these features, you’ll very quickly
remember the sound pattern of the conjugation; just read through
the tables below.
Root Û-Ï-Á Infinitive To change l’hakhlif ÛÈÏÁ‰Ï
makhlif
makhlifah
makhlifim
makhlifot
ÛÈÏÁÓ
‰ÙÈÏÁÓ
ÌÈÙÈÏÁÓ
˙«ÙÈÏÁÓ
‡»‰ ,‰˙‡ ,È‡
‡È‰ ,˙‡ ,È‡
̉ ,Ì˙‡ ,»Á‡
Ô‰ ,Ô˙‡ ,»Á‡
Masculine singular
Feminine singular
Masculine plural
Feminine plural
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Root *¯-Î- Infinitive To know l’hakir ¯ÈΉÏ
makir
makirah
makirim
makirot
¯ÈÎÓ
‰¯ÈÎÓ
ÌȯÈÎÓ
˙«¯ÈÎÓ
‡»‰ ,‰˙‡ ,È‡
‡È‰ ,˙‡ ,È‡
̉ ,Ì˙‡ ,»Á‡
Ô‰ ,Ô˙‡ ,»Á‡
* This is a first-letter-  root. Notice how the
verb is conjugated.
Masculine singular
Feminine singular
Masculine plural
Feminine plural
 drops when the
Exercise 2
Give the four forms of the present tense of the following verbs:
(Ú-ˆ-È) ÚȈ‰Ï
To arrive l’hagi-a (Ú-‚-) ÚÈ‚‰Ï
To decide l’hakhlit (Ë-Ï-Á) ËÈÏÁ‰Ï
To suggest l’hatsi-a
Telling the time mah ha’sha-ah
?‰Ú÷‰ ‰Ó
ÌÈÈ˙÷ ‰Ú÷‰
Ú·¯Â ÷ÓÁ
ha’sha-ah shtayim
khamesh va’réva
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(‰¯◊Ú ڷ÷) ˙«˜„ ¯◊Ú ڷ÷
ȈÁ ڷ¯‡
sheva v’eser dakot (sheva v’asarah)
arba va’khétsi
Ìȯ◊Ú ˙«ÁÙ Ú÷˙
(Ú÷˙Ï Ìȯ◊Ú)
tésha pakhot esrim
(esrim l’tésha)
‰«Ó÷ ȯÁ‡ ˙«˜„ Ú·÷
(˙«˜„ Ú·÷ ‰«Ó÷)
shéva dakot akharey shmoneh
(shmoneh v’sheva dakot)
Remember that the feminine form of numbers is used for counting
and telling the time. However you will also often hear the masculine forms, asarah ‰¯◊Ú and khamishah ‰÷ÈÓÁ, though not in a
digital reading; e.g. ten past two shtayim v’asarah ‰¯◊Ú ÌÈÈ˙÷ .
(It is likely that the masculine word ‘moments’ rega-im ÌÈÚ‚¯ was
once used and is now implied, rather than the feminine ‘minute’
dakah ‰˜„ .)
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Useful vocabulary summary
Ô«Ú÷
‰Ú÷
hour
sha-ah (f.)
‰˜„
minute
dakah (f.)
‰ÈÈ÷
second
shniyah (f.)
Ú‚¯
moment, minute
réga (m.)
‰Ú÷ ȈÁ „«Ú·
in another half an hour be’od khátsi sha-ah
ȯÁ‡
past
akharey
ÈÙÏ
to, before
lifney
˙«ˆÁ
midnight
khatsot
midday, noon
(shtem esreh ba’-)
(· ‰¯◊Ú ÌÈ˙÷)
tsohoráyim
ÌÈȯ‰ˆ
afternoon
akharey ha’tsohoráyim ÌÈȯ‰ˆ‰ ȯÁ‡
clock, watch
sha-on (m.)
Useful expressions
what time is it?
mah hasha-ah
how long…?
kamah zman…
just a moment
rak réga
one [more] second
od shniyah
one moment
réga ekhad
it is already late
kvar me-ukhar
?‰Ú÷‰ ‰Ó
?…ÔÓÊ ‰ÓÎ
Ú‚¯ ˜¯
‰ÈÈ÷ „«Ú
„Á‡ Ú‚¯
¯Á»‡Ó ¯·Î
Exercise 3
Can you read each of the following specific times in two different
ways?
Example: 5.45 = khamesh arba-im v’khamesh / reva l’shesh
÷÷Ï Ú·¯ / ÷ÓÁ ÌÈÚ·¯‡ ÷ÓÁ
4.50 / 5.55 a.m. / 2.35 p.m. / 7.16 p.m. / 6.30 / 1.32 / 11.58 p.m.
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Exercise 4
How long does it take Yishay to leave the house?
?˙È·‰Ó ˙‡ˆÏ ÈÈ÷ÈÏ Á˜«Ï ‰Ê ÔÓÊ ‰ÓÎ
a. Read and write down, in
Hebrew letters, the time
displayed under each picture.
b. Answer the questions:
1 How long does Yishay spend
in the shower? (from 6.45 to
7.05)
2 How long does it take Yishay
to drag himself away from the football game to choose a tie?
3 How long does he spend on perfecting the right hair look?
4 How long in total does his wife have to wait for him?
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Exercise 5
Verb practice: give the four forms of the present tense of the verb
‘to go out’ la’tset (‡-ˆ-È) ˙‡ˆÏ .
Exercise 6
Here is Uzi’s morning routine. He lives 5 minutes away from the
bus stop and a 15-minute bus ride away from the school where he
has to be by eight in the morning. What time does he do which of
the following? (Give the correct form of the appropriate verb
whose roots letters are given below and write out the times.)
Ú-‚- ;‡-ˆ-È ;Á-˜-Ï ;Ì-»-˜ ;Ï-Î-‡
Example:
(7.50) ‰«Ó÷Ï ‰¯◊Ú· ¯ÙÒ‰ ˙È·Ï (Ú-‚-) ÚÈ‚Ó ÈÊ»Ú
______ (6.45 a.m.) · ______ ÈÊ»Ú,¯˜«· ÏÎ
______ (7.10 a.m.) · ¯˜· ˙Á»¯‡ ______ ‡»‰
______ (7.30 a.m.) · ˙È·‰Ó ______ ‡»‰
______ (7.35 a.m.) · Ò»·«Ë«‡‰ ˙‡ ______ ‡»‰
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Exercise 7
This morning is different. Uzi has to meet his class at the museum.
Find out why he is late by filling in the gaps with the appropriate
form of the verbs.
.ͯ„‰ ˙‡ ______ (¯-Î-) ‡Ï ‡»‰
.«Ï÷ ¯·ÁÏ ______ (Ô-Ù-Ï-Ë) ‡»‰
.‰ˆÏ»Á ______ (Û-Ï-Á) Íȯˆ ‡»‰
.(a lift tremp) ÙÓ¯Ë «Ï ______ (Ú - ˆ -È ) «Ï ÷ ‡Ó‡
.‰÷„Á ͯ„· Ú«ÒÏ ______ (Ë-Ï-Á) ̉
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Dialogue 2
Peter has spoken to Maya whom he has now arranged to meet at
the bus stop nearest to the kibbutz. He goes back to buy his ticket:
?‰˙‡ ·»÷ ‰Ê ,‰‡
˙Á˜Ï ÈÏ Ìȇ˙Ó ÈΉ .‰ˆ«¯ È‡ ‰Ó Ú„«È È‡ ÂÈ÷ÎÚ ,ÔÎ
?ÒÈ˯Ή ‰Ï«Ú ‰ÓÎ .11.30 Ï˘ Ò»·«Ë«‡‰ ˙‡
?„Á‡ Ô»ÂÈÎÏ ÒÈ˯Π«‡ ·«÷ ͫω ÒÈ˯Π‰ˆ«¯ ‰˙‡
.Ï»ÈËÏ Ì÷Ó ÍÈ÷ÓÓ È‡ .‰÷˜·· „Á‡ Ô»ÂÈÎÏ ˜¯
.‰˘˜·· ˙«¯«‚‡ ÌÈÚ·÷ *Ϙ÷ ‰÷ÈÓÁ ÌÈ÷«Ï÷
.Ϙ÷ ÌÈÈ˙‡Ó Ï÷ ¯Ë÷ ˜¯ ,Ô˘ ÛÒÎ ÈÏ Ôȇ
.ÍÏ÷ Û„«Ú‰ ‰‰ ,¯·„ Ôȇ
?Ò»·«Ë«‡‰ ‡ˆ«È ÔȇÓ
.‡ ‰Ó«˜· ,‰ÏÚÓÏ ÷«Ï÷ ÛȈ¯Ó
?‰Ï‡‰ ˙«‚¯„Ó· ‰Ï«Ú È‡
‰«Ù ‰˙‡ ,ËÓ«ÙÒΉ „Ú ¯÷È ,‰Ï‡Ó◊ „ÈÓ ÍÎ ¯Á‡Â ,ÔÎ
Ôλ„ ȯÁ‡ ‰ÈÓÈ ·»÷ ÌÈ«˙ÈÚ‰ ˜Ò«È˜ ÈÙÏ ‰ÈÓÈ
.χÓ◊ „ˆ· Ì÷ ÛȈ¯‰Â ÌÈÁ¯Ù‰
:ȇٻ˜
:¯ËÈÙ
:ȇٻ˜
:¯ËÈÙ
:ȇٻ˜
:¯ËÈÙ
:ȇٻ˜
:¯ËÈÙ
:ȇٻ˜
:¯ËÈÙ
:ȇٻ˜
kupay: ah, zeh shuv atah?
piter: ken, akhshav ani yodé-a mah ani rotseh. hakhi mat-im li
la’kákhat et ha’ótobus shel akhat esreh va’khétzi. kamah
oleh ha’kartis?
kupay: atah rotseh kartis halokh va’shov o kartis l’kivun ekhad?
piter: rak l’kivun ekhad b’vakashah. ani mamshikh mi’sham
l’tiyul.
kupay : shloshim v’khamishah shékel* v’shiv-im agorot
b’vakashah.
piter:
eyn li késef katan, rak shtar shel matáyim shékel.
kupay: eyn davar, hineh ha’ódef shelkha.
piter:
me’áyin yotse ha’ótobus?
kupay: mi’ratsif shalosh l’málah, b’komah álef.
piter:
ani oleh ba’madregot ha’éleh?
kupay: ken, v’akhar kakh miyad smólah, yashar ad ha’kaspomat,
atah poneh yamínah lifney kiosk ha’itonim, v’shuv
yamínah akharey dukhan ha’prakhim v’ha’ratsif sham
b’tsad smol.
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*Units of quantity can remain in the singular with numerals over 10:
e.g. 200 m = matayim metrim ÌȯËÓ 200 = matayim meter ¯ËÓ 200
TICKET
PETER:
OFFICER:
TICKET
PETER:
OFFICER:
TICKET
PETER:
TICKET
PETER:
TICKET
OFFICER:
PETER:
TICKET
OFFICER:
OFFICER:
OFFICER:
Ah! It’s you again.
Yes, now I know what I want. It would suit me best
to take the 11.30 bus. How much is the ticket?
Do you want a return or a one-way ticket?
Just one way, please. I’m continuing on a trip
from there.
Thiry-five shekels and seventy agorot, please.
I haven’t any (small) change, only a 200 shekel note.
Never mind; here’s your change.
Where does the bus leave from?
From the third bay upstairs, on the first floor (lit.
‘floor A’ ).
Do I go up these stairs?
Yes, then immediately left, straight on until the cash
machine; you turn right before the newspaper kiosk,
and right again after the flower stall, and the bay is
there on the left-hand side.
Vocabulary
the most (suitable)
there and back
direction
continue(s)
from there
agura (= cent, smallest
denomination of money)
bay (for bus); platform
above, upstairs, upwards
hakhi (mat-im)
halokh va’shov
kivun (m.)
mamshikh G3
mi’sham
agorah (f.)
floor, storey
go(es) up, (cost(s))
step (pl. stairs)
immediately
to the left
straight (ahead)
komah (f.)
oleh G1
madregah
miyad
smólah
yashar
ratsif (m.)
l’málah
(Ìȇ˙Ó) ÈΉ
·«÷ ͫω
Ô»ÂÈÎ
(Í-÷-Ó) ÍÈ÷ÓÓ
Ì÷Ó
‰¯«‚‡
ÛȈ¯
‰ÏÚÓÏ
‰Ó«˜
(‰-Ï-Ú) ‰Ï«Ú
‰‚¯„Ó
„ÈÓ
‰Ï‡Ó◊
¯÷È
144
cashpoint*, cash machine
*ËÓ«ÙÒÎ
(‰--Ù) ‰«Ù
‰ÈÓÈ
˜Ò«È˜
kaspomat (m.)
turn(s)
poneh G1
to the right
yemínah
kiosk
kyosk (m.)
* A cashpoint is called a kaspomat ËÓ«ÙÒÎ from
ÛÒÎ késef money
Language points
Superlatives
The best ha’tov b’yoter ¯˙«È· ·«Ë‰ or hakhi tov
and the worst ha’garú-a b’yoter ¯˙«È· Ú»¯‚‰ or
hakhi garú-a Ú»¯‚ ÈΉ
·«Ë ÈΉ
Superlatives are formed by adding the definite ha’ ‰ in front of
the adjective, which is then followed by b’yoter ¯˙«È · . However,
in colloquial Hebrew people often simply insert hakhi È Î‰ before
the adjective:
He is the youngest in the family
hu ha’tsa-ir b’yoter ba’mishpakhah / hu hakhi tsa-ir…
…¯ÈÚˆ ÈΉ ‡»‰ or ‰ÁÙ÷Ó· ¯˙«È· ¯ÈÚˆ‰ ‡»‰
The use of the personal pronoun to
replace ‘is, are’
Since there is no verb ‘to be’, the subject of the sentence is often
restated with the relevant pronoun to avoid confusion:
This train is the most up to date in the country
ha’rakévet ha’zot hi hakhi kadishah (modern) ba’árets –
ha’khadishah b’yoter
¯˙«È· ‰÷È„Á‰ / ı¯‡· ‰÷È„Á ÈΉ ‡È‰ ˙‡Ê‰ ˙·Î¯‰
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These are the most interesting books I have
ha’sfarim ha’éleh hem hakhi me-anienim she’yesh li
ÈÏ ÷È÷ ÌÈÈÈÚÓ ÈΉ ̉ ‰Ï‡‰ ÌȯÙÒ‰
You will come across this use of pronouns very often in Hebrew.
It does not carry the emphasis the additional pronoun does in
English, but simply clarifies the sentence.
Exercise 8
A lady on the bus can’t wait to tell you about her family: she is
so proud that she can speak only in superlatives. Choose the correct
form of the appropriate adjective to discover their talents:
New vocabulary
generous
nadiv(-ah, f.)
grandson
nékhed
granddaughter
nekhdah
(‰)·È„
„Î
‰„Î
·«Ë / ÔÈÈÚÓ / ·È„ / ‰ÙÈ / ÌÎÁ
.ÌÏ«Ú· ______ÈΉ ‡»‰ ÈÏ÷ ÏÚ·‰
.ÌÈÏ«Á‰ ˙È·· _______ _____‡Ù«¯‰ ‡»‰ ÈÏ÷ Ô·‰
.ı¯‡· ¯˙«È· ________‰ ˙ȇ«˙ÈÚ‰ ‡È‰ ÈÏ÷ ˙·‰
.¯ÙÒ‰ ˙È·· ______ ______ ‡»‰ ÈÏ÷ „Î‰
.ÌÏ»ÎÓ _______‰ ‡È‰ ÈÏ÷ ‰„Î‰
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Adverbs of direction
Hebrew uses the suffix ‘ah’ ‰ (equivalent of the English ‘-wards’)
to express direction. (The stress is thrown back from the last
syllable to the penultimate one, to distinguish it straightaway from
feminine nouns which often end in ‘ah’ ‰ .)
χÓ◊ + ‰ · smólah ‰Ï‡Ó◊ to the left
the house, home ha’báyit ˙È·‰ + ‰ · ha’báytah ‰˙È ·‰
I’m going home ani holekh ha’báytah ‰˙È·‰ ÍÏ«‰ È‡
left smol
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Here are some common adverbs of direction:
‰Ï‡Ó◊
to the right yamínah ‰ÈÓÈ
to the left smólah
‰ÏÚÓÏ
downwards, down l’mátah ‰ËÓÏ
upwards, above l’málah
‰ÓÈ„˜
backwards akhórah ‰¯«Á‡
forwards kadímah
Exercise 9
You are starting at 2 – ‰ . Follow the directions and where do you
end up? Each box is a step tsa-ad „Úˆ (check your answer in the
answer section).
2’‰· ÏÈÁ˙Ó ‰˙‡
„Úˆ ,‰ÓÈ„˜ „Úˆ ,‰ËÓÏ ÌÈ„Úˆ È÷ ,‰¯«Á‡ ÌÈ„Úˆ ‰Ú·¯‡
?‰˙‡ ‰Ùȇ .‰ÓÈ„˜ ÌÈ„Úˆ ‰÷«Ï÷ ,‰ÏÚÓÏ „Úˆ „«Ú ,‰ÏÚÓÏ
Ê
Â
‰
1
2
3
4
„
‚
·
‡
‰ÏÚÓÏ
‰¯«Á‡
‰ÓÈ„˜
‰ËÓÏ
Exercise 10
Here is a map (mapah (f.) ‰ÙÓ ) of an area in Tel Aviv and some
useful vocabulary. Follow the directions below: where have we led
you to?
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New vocabulary
cross(es)
khotseh G1
junction
tsomet (f.)
zebra crossing
ma-avar khatsayah
traffic light(s)
ramzor (m.)
town square, circus
kikar (f.)
market
shuk (m.)
(‰-ˆ-Á) ‰ˆ«Á
˙Ó«ˆ
‰ÈȈÁ ¯·ÚÓ
(ÌÈ)¯«ÊÓ¯
¯ÎÈÎ
˜»÷
·«Á¯· ‰ÈÓÈ ‰«Ù ,‰„»‰È Ô· ·«Á¯· ÏÚ-χ È„¯◊Ó „ÈÏ ˙‡ 1
¯˜ÒÈÙ ˙Ó«ˆ· ÷ȷΉ ˙‡ ‰ˆ«Á ,¯÷È ˙ÎÏ«‰ ˙‡ ,·«÷¯‚»·
.χÓ◊ „ˆ·_________Ï ‰ÚÈ‚Ó ˙‡Â ¯÷È ‰ÎÈ÷ÓÓ ,·«÷¯‚»·Â
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Ô«ÏÓ‰ .Ìȉ Ï»Ó Ô„ Ô«ÏÓ· Ì˙‡ .˜»÷· ¯˜·Ï ÌȈ«¯ Ì˙‡ 2
ÌÈ«Ù ,Ô«ÏÓ‰Ó Ìȇˆ«È Ì˙‡ .ÔÓ÷ȯ٠˙ÈÙ Ô«˜¯È‰ ·«Á¯·
.‰„»‰È Ô·Ï ÌÈ«Ù Ìȯ«ÊÓ¯‰ „Ú ÌÈÎÈ÷ÓÓ ÔÓ÷ȯٷ ‰ÈÓÈ
‰ÈÓÈ, ÷ȷΉ ˙‡ ÌȈ«Á ,¯·Ó·«· ’· ¯ÎÈÎ „Ú ÌÈÎÈ÷ÓÓ
. ______‰ ˜»÷ „Ú ¯÷È ȷχ·
3 You have now done your shopping. You are tired but your
friend still has energy left for a bit of culture. Tell her how to
get to the opera on Ha’Yarkon street. Use the vocabulary above
to give directions. (Remember, you are starting from where you
have arrived at the end of 2 above.)
Dialogue 3
Peter is now seated comfortably in the bus and, as it makes its way
out of the bus station, a poster catches his eye. The couple behind
him sees it too and he overhears the following conversation. Do they
take advantage of the offer in the ad.?
Is it worth it or not?
ȇ„Î ‡Ï «‡ ȇ„Î
Ï÷ŒÈ¬ÕÒŸ ¯·Ó·«
„Á»ÈÓ Úˆ·Ó
Ï”»ÁÏ ÏÚ-χ ˙«ÒÈË
30% ‰Á‰
÷„«Á‰ ÏÎ
¯ÈÁÓ ÈˆÁ· ÌÈ„ÏÈ
‡ÏÓ Ì»Ï÷˙· ˙«Óʉ
¯·ÓËÙÒ Û«Ò „Ú
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»Ï÷ ˙È˙÷‰ ‰÷Ù»Á‰ ˙‡ ˙Á˜Ï »Ï È‡„Î ÂÈ÷ÎÚ
.‰˜È¯Ó‡ Ì«¯„·
‡Ï »Á‡ Ï·‡ ˙»ӄʉ ˙Ó‡· ˙‡Ê ,ȇ„Î ‰Ê ÈÏ»‡
.¯·Ó·«· *Ú«ÒÏ ÌÈÏ«ÎÈ
ËÒ»‚«‡· ‰÷Ù»Á Á˜«Ï ‡Ï È‡ ̇ :È»Ï˙ ‰Ê ?‡Ï ‰ÓÏ
.¯·Ó·«· Ú«ÒÏ ÌÈÏ«ÎÈ ÔÎ »Á‡ ʇ ‰÷ Ïη «ÓÎ
ÈÙÏ ÌÈÈ÷„Á ÏΉ ˙‡ ÌÏ÷Ï Íȯˆ ?Ì»Ï÷˙‰ ÌÚ ‰ÓÂ
.‰ÒÈˉ
.˜·‰Ó ‰‡ÂÂω ˙Á˜Ï ¯÷Ù‡
!ȇ„Î ‡Ï Ï·‡ ¯÷Ù‡
:ÏÚ·‰
:‰÷ȇ‰
:ÏÚ·‰
:‰÷ȇ‰
:ÏÚ·‰
:‰÷ȇ‰
november speshel: mivtsa meyukhad, tisot el-al l’khul; hanakhah
shloshim akhuz, kol ha’khódesh; yeladim b’khatsi mekhir;
hazmanot b’tashlum male, ad sof september
ha’bá-al:
ha’ishah:
ha’bá-al:
ha’ishah:
ha’bá-al:
ha-ishah:
akhshav keday lanu la’kákhat et ha’khufshah
ha’shnatit shelánu bi’drom amerikah.
ulay zeh keday, zot b’emet hizdamnut aval
anákhnu lo yekholim li’nsó-a b’november.
lámah lo? zeh taluy: im ani lo loké-akh khufshah
be’ogust kmo b’kol shanah, az anákhnu ken
yekholim li’nsó-a b’november.
v’mah im ha’tashlum? tsarikh le’shalem et ha’kol
khodsháyim lifney ha’tisah.
efshar la’kákhat halva-ah me’ha’bank.
efshar aval lo keday!
“November special”: a special deal on El-Al flights abroad; 30%
discount for the whole month; children go half price; full payment
with bookings until end September
THE
HUSBAND:
THE
WIFE:
THE
HUSBAND:
It’s now worth taking our annual holiday in South
America.
Maybe it’s worth it, it’s really an opportunity, but we
can’t go* in November.
Why not? It depends: if I don’t take a holiday in
August as [I do] every year, then we can go in
November.
150
THE
WIFE:
THE
THE
HUSBAND:
WIFE:
And what about (lit. ‘with’) the payment? You have to
pay the lot two months before the flight.
It’s possible to take a loan from the bank.
It’s possible but it’s not worth it!
* Note that the Hebrew verb Ú«ÒÏ can be translated either as ‘to
travel’ or more loosely ‘to go’. In Hebrew, you would use Ú«ÒÏ
when talking about going anywhere other than by foot, when you
would use the verb ˙ÎÏÏ .
Vocabulary
November
november
special
speshel
flight
tisah (f.)
abroad (lit. ‘out
of the country’)
khul (khuts
la’arets)
booking
hazmanah (f.)
payment
tashlum (m.)
full
male(mle-ah, f.)
September
september
holiday
khufshah (f.)
annual
shnati(-t, f.)
opportunity
hizdamnut (f.)
loan
halva-ah (f.)
¯·Ó·«
Ï÷ÈÙÒ
‰ÒÈË
*(ı¯‡Ï ı»Á) Ï”»Á
‰Óʉ
Ì»Ï˘˙
(‰)‡ÏÓ
¯·ÓËÙÒ
‰÷Ù»Á
(˙)È˙÷
˙»ӄʉ
‰‡ÂÂω
Language point
Means of transport emtsa-ey takhburah
‰¯»·Á˙ ÈÚˆÓ‡
Hebrew uses various verbs for different means of transport.
So you –
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fly in an airplane
tasim b’matos
drive in a truck
nohagim b’masa-it
ride/drive in a shared nos-im b’sherut
taxi (lit. ‘service’)
Ò«ËÓ· ÌÈÒË
˙ȇ◊Ó· ÌÈ‚‰«
˙»¯÷· ÌÈÚÒ«
‰ÈÈ«‡· ÌÈ‚ÈÏÙÓ
‰¯ÈÒ· ÌÈË÷
shatim b’sirah
rokhvim al ofanáyim ÌÈÈÙ‡ ÏÚ ÌȷΫ¯
Ò»Ò ÏÚ ÌȷΫ¯
rokhvim al sus
sail in a boat or ship mafligim b’oniyah
sail in a sailing boat
ride a bicycle
ride a horse
New vocabulary
airplane
matos (m.)
truck
masa-it (f.)
shared taxi
sherut (f.)
boat, ship
oniyah (f.)
sailing boat
sirah (f.)
horse
sus (m.)
Ò«ËÓ
˙ȇ◊Ó
˙»¯÷
‰ÈÈ«‡
‰¯ÈÒ
Ò»Ò
Exercise 11
Insert the correct form of transport from the list below:
. ______ ÏÚ ·Î¯Ï ȇ„Î ,˙«·«Á¯· ÌȘ˜Ù „ÈÓ˙ ÷È
. ______ ˙Á˜Ï ‰ÙÈ„ÚÓ È‡ ,‰¯˜È „‡Ó ˙È«Ó‰
.ÌÏ«Ú· ¯˙«È· ˙ÓÒ¯»ÙÓ‰ ÌÈÚÒ«‰ ______ ‡È‰ QE2-‰
.÷ȷη ˙«Î»¯‡ ˙«Ú÷ ‚‰« ______ ‚‰
.Ì«˜ÓÏ Ì«˜ÓÓ ______ · ÌÈË÷ ‰Èˆ·
.¯˜·· Ì„˜»Ó ‡ˆ«È ‰˜È¯Ó‡ Ì«¯„Ï ______ ‰
1
2
3
4
5
6
‰¯ÈÒ ,ÌÈÈÙ‡ ,˙ȇ◊Ó ,˙ÈÈ‡ ,˙»¯÷ ,Ò«ËÓ
152
Cultural note
Months, seasons and festivals of the year
There are twelve months in the Hebrew calendar, but they are
lunar months so every few years an extra month (of adar ¯ „‡ ) is
added to catch up with the solar year. This is what they are called:
˙·Ë kislev ÂÏÒÎ kheshvan ÔÂÂ÷Á tishrey ȯ÷˙
sivan ÔÂÂÈÒ iyar ¯Èȇ nisan ÔÒÈ adar ¯ „‡ shvat Ë · ÷
elul ϻχ av ·‡ tamuz Ê»Ó˙
tevet
Jewish festivals are fixed according to the Hebrew calendar and so
vary in the Gregorian calendar which modern Israel uses for dayto-day secular living. This is how the months read in Hebrew script
(we start with September since this is generally when the Jewish
New Year ‰÷‰ ÷‡¯ begins):
,¯‡»¯·Ù ,¯‡»È ,¯·Óˆ„ ,¯·Ó·« ,¯·«Ë˜«‡ ,¯·ÓËÙÒ
ËÒ»‚«‡ ,ÈÏ»È ,È»È ,È‡Ó ,Ïȯه ,ı¯Ó/Ò¯Ó
september, oktober, november, detsember, yanu-ar, febru-ar,
mars/merts, april, may, yuni, yuli, ogust
The festivals are an integral part of the Jewish year, binding history
and legend to nature’s cycle. The most important festival is the
Sabbath ˙ ·÷ , the day of rest which occurs every week. You’ll
discover more about it in a later unit, but as you are also likely to
come across at least one of the festivals during a trip any time of
the year, it is worth knowing something about the major ones and
the time of year they occur.
Autumn stav ÂÈ˙Ò
New Year – rosh hashanah ‰÷‰ ˘‡¯ . Starts ten days of repentance and contemplation signalled by the blowing of the ram’s horn
(shofar ¯ Ù«÷ ) in the synagogue (beyt ha’knesset ˙Ò Ή ˙È · ).
Apples are dipped into honey (dvash ÷·„ ) and round (agol
(agulah, f.) Ï«‚Ú ) loaves are eaten for a sweet, well-rounded year.
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Day of Atonement yom kippur
¯»ÙÈÎ Ì«È . The tenth day of
repentance, a day of fasting from
sundown to sundown, spent in
prayer.
Tabernacles sukot ˙«Î»Ò. A few
days after ¯»ÙÈÎ Ì«È, this harvest
and pilgrim festival lasts seven
days. Booths (˙«Î»Ò), reminders
of the makeshift shelters of the
Israelites in the wilderness, are decorated with harvest fruit and
vegetables, and guests (orkhim ÌÈÁ¯«‡ ) are invited to share a meal
in these temporary homes. Plants of four species are bound
together (the lulav · Ï » Ï ) and carried around the synagogue. The
festival ends with a day of ‘rejoicing of the law’ simkhat torah
‰¯«˙ ˙ÁÓ◊ when Torah scrolls are danced around synagogues
and streets.
Winter khóref Û¯«Á
Hanukah khanukah ‰Î»Á . A
festival of lights, commemorating a victory of the Maccabees
over the Hellenists. The legend
of the miraculous oil, lasting long
enough for more oil to be
pressed for the ruined Temple’s
eternal light, is recalled by
lighting candles (nerot ˙«¯ )
each day until the eightbranched candelabrum is fully
lit on the eighth day. It is
traditional to eat food fried in oil, such as doughnuts and
pancakes (levivot ˙«·È·Ï ) made of potatoes (tapukhey adamah
‰Ó„‡ ÈÁ»Ù˙ ).
154
Purim Ìȯ»Ù. A day of masquerading in carnival style, when the
scroll of Esther (megilat ester ¯˙Ò‡ ˙ÏÈ‚Ó) is read, telling of the
near destruction of the Jews of Persia, saved by the intervention
of the brave and beautiful Queen Esther under the guidance of
her couzin Mordechai, a faithful believer. Children parade the
streets wearing fancy dress (takhpóset (f.) ˙◊«¬Á˙ ).
Spring aviv ·È·‡
Passover pésakh ÁÒÙ . Seven-day
(pilgrim)
festival
celebrating
freedom from slavery. The order
(séder ¯„Ò ) or structure of the feast
on the first night (leyl séder
¯„Ò ÏÈÏ ) was devised by the early
rabbis. The reading of the
Haggadah ‰ „ ‚ ‰ (lit. ‘the telling’)
encourages a reliving of the exodus
story, of God leading the Hebrews
from slavery to eventual nationhood, through narrative, commentary, ritual and song. The haste
in which the Israelites left Egypt is remembered throughout the
week by the eating of unleavened bread (matzah ‰ ˆ Ó ).
(early) Summer káyits ıȘ
Festival
of
Weeks
shavu-ot
˙«Ú»·÷ . A harvest as well as a
pilgrim festival when in ancient
times the first fruits were taken up
to the Temple in Jerusalem.
Seven weeks after ÁÒÙ , this is
also traditionally the time when
the Law (torah ‰¯«˙ ) was given
to Moses and the children of
Israel on Mount Sinai. In Israel
today children wear garlands of
fruit and flowers to school where
they bring charitable donations of
fruits and vegetables.
It is traditional to eat dairy produce at this time.
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The above are all religious holidays. There are also important
national holidays whose exact dates are fixed in the Hebrew
calendar – the Hebrew alphabet is often used for numerals, particularly in dates:
Independence Day yom ha-atsma-ut
(sometime in April)
*¯Èȇ·
(5)’‰ – ˙»‡ÓˆÚ‰ Ì«È
Remembrance Day yom ha’zikaron
(the day before Independence Day) ¯Èȇ·
Holocaust day yom ha’sho-ah
(March /April)
(*Note the use of
(4)‘„ – Ô«¯ÎÈʉ Ì«È
ÔÒÈ· (27) ʔΠ– ‰‡«÷‰ Ì«È
· ‘in’ before the month when giving dates.)
Exercise 12
Using the information above, see if you can understand the paragraph below describing, in Hebrew, mainly the culinary customs
associated with the various festivals. Some of the words are new,
so start by scanning through for the seven different verbs in the
passage, in the impersonal form (see p. 98) we have translated here
for you (transliteration in the key):
Verbs:
They … we …
1 eat
ÌÈÏΫ‡
2 drink ________
3 sit ________
4 invite ________
5 light ________
6 read ________
7 wear ________
You should now have enough information to have a go at translating the sentences. If you get stuck, a quick leaf through the
previous units, the cultural note above and some guesswork will
put the pieces together (and if you’re really desperate, there’s
always the translation at the back!).
156
.˙«Ï»‚Ú ˙«ÏÁ ÷·„· ÌÈÁ»Ù˙ ÌÈÏΫ‡ ‰÷‰ ÷‡¯·
.˙«Ú÷ 25 ÌÈ˙«÷ ‡Ï ÌÈÏΫ‡ ‡Ï ¯»ÙÈÎ Ì«È·
ÌÈÁ¯«‡ ÌÈÈÓÊÓ ,˙«˜¯È ˙«¯Ù ‰‡ÏÓ ,‰Î»Ò· ÌÈ·÷«È ˙«Î»Ò·
.‰Î»ÒÏ
.‰Ó„‡ ÈÁ»Ù˙ ˙«·È·Ï ÌÈÏΫ‡Â ˙«¯ ÌȘÈÏ„Ó ‰Î»Á·
.˙«◊«ÙÁ˙ ÌÈ÷·«Ï ¯˙Ò‡ ˙ÏÈ‚Ó· Ìȇ¯«˜ Ìȯ»Ù·
ÏÎ ÌÁÏ ÌÈÏΫ‡ ‡Ï ¯„Ò‰ ÏÈÏ· ˙È‚È‚Á ‰Á»¯‡ ÌÈÏΫ‡ ÁÒÙ·
.Ú»·÷‰
.‰È·‚ ˙«‚»Ú ÌÈÏΫ‡ ˙«Ú»·÷·
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9 ˙È·· «ÓÎ Ôȇ
Home Sweet Home
In this unit you will learn:
•
•
•
•
•
something about the kibbutz
to talk about houses and homes
the past tense – Group 1 and Group 2
more prepositions with pronominal endings
noun patterns and professions
(ÈÏÚ/ÏÚ,È˙ȇ/ÌÚ)
Dialogue 1
From now on we will be asking you to translate the dialogues for
yourself; the comprehensive vocabulary lists should be all you need.
Peter finally arrives in the kibbutz and is welcomed by Maya’s
parents, Shlomo and Dvorah, into their home.What is their accommodation like and why is Peter surprised?
!ÌÎÏ ÷È ‰Ï«„‚ ‰ÙÈ ‰¯È„ «Êȇ
ı»·È˜‰ ȯ·Á ÏÎÏ ÷È Ì«È‰ .ÌÚÙ «ÓÎ ‰¯È„ ‡Ï ˙‡Ê ,ÔÎ
,˙ÁÏ˜Ó ,ÌÈÁ¯«‡ ¯„Á ,‰È÷ ¯„Á ÌÚ Ô˘ ˙È· «‡ ‰¯È„
.‰˘ ‰È‚ «‡ ˙ÒÙ¯Ó »ÏÈه Á·ËÓ ,ÌÈ˙»¯÷
÷È ÌÈ„ÏÈ ÌÚ ÌȯÈÚˆ ˙«‚»ÊÏ Ï·‡ ,ÌÈ˘ ÌÈ„ÏÈ Ôȇ »Ï
.ÌÈ„ÏÈÏ ‰È÷ ȯ„Á Ì‚
,„ÁÈ· ÌÈ„Ïȉ ˙È·· Ìȯ‚ ÌÈ„Ïȉ ı»·È˜·÷ È˙·÷Á
.Û˙»÷Ó ÏΫ‡ ¯„Á· ÌÈÏΫ‡ ÌÏ»ÎÂ
»ϻΠÌÈ„Ïȉ ˙È·· »¯‚ ˙Ó‡· ı»·È˜· »Ï„‚ »Á‡÷Î
.… ‰«÷ ÏΉ ̫ȉ .„ÁÈ· »Ï·
:¯ËÈÙ
:‰ÓÏ÷
:‰¯«·„
:¯ËÈÙ
:‰ÓÏ÷
158
Ì‚ ÷È Ê‡ ˙È·· ÌÈÏΫ‡Â Ìȯ‚ ÌÈ„Ïȉ÷Î Ï·‡ ,Ô«Î :‰¯«·„
Û˙»÷Ó ˙È·· ¯‚ ‰˙‡ ?¯ËÈÙ Í˙ȇ ‰Ó .‰„«·Ú ¯˙«È
?È˯٠˙È·· «‡
Ô·‰ .‰Ï«„‚ È„ ‰È‚ ÌÚ Ï·‡ Ô˘ ’‚Ë«˜· ,¯ÈÚ· ¯‚ È‡ :¯ËÈÙ
Ìȯ·Á‰ ÌÚ ˜Á◊Ï ·‰«‡ „‡Ó ‡»‰Â ,÷ÓÁ Ô· ¯·Î ÈÏ˘
.‰È‚· ,ıÂÁ· Ï‚¯ ¯»„η
piter:
eyzo dirah yafah v’gedolah yesh lakhem!
shlomoh: ken, zot lo dirah kmo pá-am. ha’yom yesh l’kol
khavrey ha’kibuts dirah o bayit katan im khadar
shenah, khadar orkhim, miklákhat, sherutim, mitbakh
ve’afílu mirpéset o ginah ktanah.
dvorah: lánu eyn yeladim ktanim, aval l’zugot tse-irim im
yeladim yesh gam khadrey shenah li’yladim.
piter:
khashavti she’ba’kibuts ha’yladim garim b’vet ha’yladim
b’yákhad v’kulam okhlim b’khadar ókhel meshutaf.
shlomoh: kshe’anákhnu gadálnu ba’kibuts b’emet gárnu b’vet
yeladim v’kulánu akhálnu b’yákhad. ha’yom ha’kol
shoneh…
dvorah: nakhon, aval kshe’ ha’yladim garim v’okhlim ba’báyit,
az yesh gam yoter avodah. u’mah itkha piter? atah gar
b’báyit meshutaf or b’báyit prati?
piter:
ani gar ba’ir, b’kótedge katan aval im ginah day
gdlolah. ha’ben sheli kvar ben khamesh v’hu me-od
ohev le’sakhek im ha’khaverim b’kadur regel ba’khutz
ba’ginah.
Vocabulary
once
pá-am (adv.)
time
pá-am (pe-amim) (f.)
apartment, flat
dirah (f.)
with
im
bedroom
khadar shenah (m.)
living room, reception
khadar orkhim (m.)
shower, shower room
miklákhat (f.)
toilet(s)
sherutim (m., pl.)
kitchen
mitbakh (m.)
ÌÚÙ
(ÌÈÓÚÙ) ÌÚÙ
‰¯È„
ÌÚ
‰È÷ ¯„Á
ÌÈÁ¯«‡ ¯„Á
˙ÁϘÓ
ÌÈ˙»¯÷
Á·ËÓ
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terrace, balcony
garden
I thought
together
dining-room
communal
when
we grew up
with you
(here: about you)
˙ÒÙ¯Ó
ginah (f.)
‰È‚
khashávti G1
(·-÷-Á) È˙·÷Á
b’yákhad
„ÁÈ·
khadar okhel (m.)
ÏΫ‡ ¯„Á
meshutaf (meshutefet, f.)
(˙)Û˙»÷Ó
kshe’…
…÷Î
gadálnu G1
(Ï-„-‚) »Ï„‚
itkha (im+atah)
Í˙ȇ
mirpéset (f.)
apartment block
(lit. ‘communal house’)
bayit meshutaf (m.)
private (house)
(bayit) prati (m.)
small house
kotedge (m.)
quite, enough
day
to play
le’sakhek G2
football
kadur regel (m.)
Û˙»÷Ó ˙È·
È˯٠(˙È·)
’‚Ë«˜
È„
(˜-Á-◊) ˜Á◊Ï
Ï‚¯ ¯»„Î
Cultural note
Kibbutzim are communal settlements found all over Israel.
Originally they were the realization of the early pioneers’ dream
of creating a society based on equality and cooperation, and suited
the political, economic and physical needs of the country at the
time.
Communal living meant large communal dining halls which
doubled up for community activities, and small, often one-room,
units for couples. Children lived together with their year group in
special children’s houses, as well as sharing schooling and extracurricular activities as they do today. Over the years, family housing
has grown as the communal children’s houses were abandoned,
communal dining-rooms have shrunk, although sports halls, auditoria and guest houses have developed.
Kibbutzim were essentially farming co-operatives, but while
Israel remains at the forefront of agricultural technology, industry
has now taken over from agriculture in very many places, and
160
several kibbutzim have even opened large factory-outlet shopping
centres. Today new kibbutzim are opening as social and economic
units in the cities, concerned to maintain the basic ideology of the
kibbutz movement in a different environment.
Although Israel’s 270 kibbutzim play a significant role in the
economy, they comprise only a small percentage of the population.
There are also plenty of other country folk living in villages of
various kinds (including moshavim ÌÈ·÷«Ó – another type of cooperative). Most Israelis however are townees – even though, in
some senses, life in a town in Israel can often still be a rather
communal affair.
Language point
The past tense zman avar
¯·Ú ÔÓÊ
Before reading on, first try this exercise: pick out the verbs in the
past tense in Dialogue 1 and see if you can work out a pattern.
Now see if our description of the past tense in Hebrew matches
your own.
The past tense is formed by adding endings or suffixes to the
root letters of the verb (highlighted in the table below) corresponding to the personal pronouns. These suffixes are the same
for all verb groups. Since the subject of the verb is indicated by
its ending, pronouns are not necessary, although you will often
hear them used.
There is only one tense to express the past in Hebrew, corresponding to a number of tenses in English. Gadalti È˙Ï „‚ can mean
either ‘I grew up’, ‘I have grown up’, ‘I did grow up’, ‘I was growing
up’, or even ‘I had grown up’. Most often the meaning is clear
from the context.
Group 1
Notice the characteristic vowel pattern of this group in the past
tense (a, a), which is highlighted along with the suffixes common
to all groups.
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Root Ï-„-‚ Infinitive To grow up li’gdol Ï«„‚Ï
gadálnu
*gdaltem
*gdalten
gadlu
gadlu
»Ï„‚ »Á‡
Ì˙Ï„‚ Ì˙‡
Ô˙Ï„‚ Ô˙‡
»Ï„‚ ̉
»Ï„‚ Ô‰
gadálti
gadálta
gadalt
gadal
gadlah
È˙Ï„‚ È‡
˙Ï„‚ ‰˙‡
˙Ï„‚ ˙‡
**Ï„‚ ‡»‰
‰Ï„‚ ‡È‰
*You will hear some Israelis pronouncing the first syllable of verbs
in this group as gadáltem as opposed to the standard form
gdaltem/n (shown in the table above).
Verbs in G1 whose final root letter is ‰ take the same endings,
but their vowel pattern in the past is (a, i):
‰-ˆ-¯ is
»ˆ¯ ,(Ô)Ì˙Ȉ¯ ,»Ȉ¯ ,‰˙ˆ¯ ,‰ˆ¯ ,˙Ȉ¯ ,˙Ȉ¯ ,È˙Ȉ¯
the past tense of ‘want’
ratsiti, ratsita, ratsit, ratsah, ratstah, ratsinu, ratsitem(n), ratsu
Other verbs in this group (final root letter
‰ ) are ‰◊Ú ,‰˜ ,‰‡¯
Example:
I saw you in town yesterday, what were you doing?
ra-iti otkha ba-ir etmol, mah asita?
?˙È◊Ú ‰Ó ,Ï«Ó˙‡ ¯ÈÚ· Í˙«‡ È˙ȇ¯
Verbs in G1 whose middle root letter is
in the past tense:
The verb ‘to rise’, ‘get up’ la’kum
 or È conjugate as follows
(Ì-Â-˜) Ì»˜Ï
kamti, kamta, kamt, kam, kamah, kamnu, kamtem(n), kamu
»Ó˜ ,(Ô)Ì˙Ó˜ ,»Ó˜ ,‰Ó˜ ,̘ ,˙Ó˜ ,˙Ó˜ ,È˙Ó˜
(Notice that with these verbs the third person singular (he) is the
same in the past as in the present. However the context will make
it clear which tense is intended.)
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Group 2
The prefix Ó (see p. 116) of the present tense is dropped in the
past, and the suffixes are added to the root letters.
Root Ì-Ï-÷ Infinitive To pay le’shalem ÌÏ÷Ï
»ÓÏÈ÷ »Á‡
shilámtem Ì˙ÓÏÈ÷ Ì˙‡
*shilámten Ô˙ÓÏÈ˘ Ô˙‡
»ÓÏÈ÷ (Ô)̉
shilmu
shilámnu
È˙ÓÏÈ˘ È‡
˙ÓÏÈ˘ ‰˙‡
˙ÓÏÈ˘ ˙‡
**ÌÏÈ÷ ‡»‰
‰ÓÏÈ÷ ‡È‰
shilámti
shilámta
shilamt
shilem
shilmah
**NB The past tense of third person singular is helpful in telling
you to which group a verb belongs. (He) grew (hu) gadal
Ï„Ã ‚fi (‡»‰) rhymes with pa-al, indicating that the verb belongs to
Group 1 pa-al ÏÚÙ.
Similarly, hu shilem ÌÏÕÈ÷œ ‡»‰ rhymes with pi-el and tells you
the verb indeed belongs to Group 2 ÏÚÈÙ.
Once you know a few verbs in a group you will develop an ear
for more and will begin to guess successfully which verbs belong
to which group.
Exercise 1
Practise using the past tense. Write the correct form of the past
tense in the blank spaces.
Group 1
Ô‰/̉ Ô˙‡
Ì˙‡ »Á‡
‡È‰
Ô˙·˙Î
‡»‰
˙‡
‰˙‡
·˙Î
»·÷È
»·÷È
·-˙-Î ·«˙ÎÏ
˙·÷È
Ì˙·‰‡
È˙·÷È ·-÷-È ˙·÷Ï
˙·‰‡
‰Ï·
È‡
·-‰-‡ ·«‰‡Ï
Ï-Î-‡ ϫ·Ï
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Group 2
Ô‰/̉ Ô˙‡
Ì˙‡ »Á‡
Ô˙¯˜È·
‡È‰
»¯˜È·
‡»‰
˙‡
‰˙‡
¯˜È·
È‡
È˙¯˜È· ¯-˜-· ¯˜·Ï
»Ï·È˜
Ï-·-˜ Ï·˜Ï
Ì˙˜È˙ *»˜È˙
˙˜È˙
‰◊ÙÈÁ
»¯·È„
»¯·È„
Ô-˜-˙ Ô˜˙Ï
◊-Ù-Á ◊ÙÁÏ
˙¯·È„
¯-·-„ ¯·„Ï
* Notice how one of the  drops »˜È˙ .
Exercise 2
Fill in the the correct form of the verb: you will need to decide
from the context whether the present or the past is appropriate.
New vocabulary
key
mafté-akh (maftekhot, m., pl.)
wallet
arnak (m.)
last month
ba’khódesh she’avar
yesterday
etmol
(˙«)Á˙ÙÓ
˜¯‡
¯·Ú÷ ÷„«Á·
Ï«Ó˙‡
‰÷˜ („-·-Ú) ÈÎ ,‰Ù˜ (‰-˙-˘) ˙ÒÙ¯Ó· (·-÷-È) È‡ ÂÈ÷ÎÚ
.̫ȉ ÏÎ
˙‡ (◊-Ù-Á) ‡»‰ Ï«Ó˙‡. ˙«Á˙ÙÓ‰ ˙‡ (◊-Ù-Á) ·»÷ ‡»‰
.«Ï÷ ÏÈÚÓ‰
ÈÏ (Ô-˙-) ÈÏ÷ ‡Ó‡ ?‰˙Ó· ˜¯‡‰ ˙‡ (Ï-·-˜) ˙‡ È˙Ó
.¯·Ú÷ ÷„«Á· ÈÏ˘ ˙„Ï»‰‰ Ì«ÈÏ «˙«‡
Ì‚ ‡»‰ ̫ȉ .(Ï-÷-·) «Ï÷ ‡Ó‡÷ ‰Ó ˜¯ (Ï-Î-‡) ‡»‰ ÌÚÙ
.(Ï-÷-·) È‡÷ ‰Ó ˙‡ (·-‰-‡)
.»Ï÷ ‡˙·Ò ‡·Ò ψ‡ (¯-˜-·) ?Ï«Ó˙‡ Ì˙È◊Ú ‰Ó
1
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5
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Exercise 3
The Cohens are on the move: read the paragraph and say whether
the statements below are true or false ( Ô«Î ‡Ï/Ô«Î ).
New vocabulary
to move
la’avor dirah
(apartment, house)
‰¯È„ ¯«·ÚÏ
(‰)„»ÓÁ
a teacher
moreh (morah, f.)
‰¯«Ó
of her (my, your…) own
(…ÍÏ÷Ó ,ÈÏ÷Ó) ‰Ï÷Ó
cute, sweet
khamud(-ah, f.)
mi’shelah (mi’sheli, mi’shelkha …)
È„Ó ‰˘ ̉Ï÷ ‰¯È„‰ .‰¯È„ ¯«·ÚÏ ÌȈ«¯ ԉΠÏÚÈ Ԅ
(Ô«ÏÒ) ÌÈÁ¯«‡ ¯„Á ,‰È÷ ȯ„Á È÷ ˜¯ Ì‰Ï ÷È .̉Ï÷ ‰ÁÙ÷ÓÏ
Ô· ‰ÓÏ÷ .ÌÈ„»ÓÁ ÌÈ„ÏÈ ‰÷«Ï÷ ÷È ¯ÈÚˆ‰ ‚»ÊÏ .‰Ï«„‚ ˙ÒÙ¯Ó»
˙„·«Ú ÏÚÈ .‰Ï÷Ó ¯„Á ‰ˆ«¯Â 11 ˙· ¯·Î È÷«÷ 6 Ô· ¯Ó˙ȇ ,4
.˙È·· „«·ÚÏ È„Î ‰Ï÷Ó ‰ÈÙ ‰Îȯˆ ‡È‰ Ì‚Â ‰¯«ÓÎ ¯ÙÒ ˙È··
.‰È‚ ÌÚ È˯٠˙È· »ÏÈÙ‡ «‡ ,˙¯Á‡ ‰¯È„ ÌÈ◊ÙÁÓ Ì‰
True or False?
Ô«Î-‡Ï «‡ Ô«Î
1 The Cohens are a young couple.
2 They currently have a two-bedroom apartment but it has a large
terrace.
3 Yael would like a corner of her own to be able to work at home.
4 Itamar would like a room of his own.
5 They are looking for another apartment or even a house with
a garden.
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Exercise 4
: ’ ‡ ‘ ˙¯È„
˘¯Ó¯ÙÂÒ ¯ÙÒ ˙È· ;Ô«˜¯È‰ ·«Á¯ ;Ìȯ„Á ‰˘«Ï˘ ˙¯È„
ÌÈ·«¯˜
: ’ · ‘ ˙¯È„
˙ȯ»·Èˆ ‰¯»·Á˙ ;˘÷ ·«Á¯ ;¯ÈÚ‰ ÊÎ¯Ó ;Ìȯ„Á ‰÷«Ï÷ ˙¯È„
166
: ’ ‚ ‘ ˙È·
‰È‚ ;˙È˯٠‰ÈÈÁ ;ȈÁ Ìȯ„Á ‰˘«Ï÷ ;È˯٠˙È·
New vocabulary
centre
merkaz (m.)
quiet
shaket (shketah, f.)
transport
public
takhburah (f.)
tsiburi(-t, f.)
parking
khanayah (f.)
ÊίÓ
(‰)˘÷
‰¯»·Á˙
(˙)ȯ»·Èˆ
‰ÈÈÁ
Which apartment suits the Cohen family better?
?ԉΠ˙ÁÙ÷ÓÏ ¯˙«È ‰Óȇ˙Ó ‰¯È„ «Êȇ
Write at least one sentence about each property on pp. 165–6 and
state if in your opinion it is suitable for the Cohen family.
Remember how to say ‘in my opinion’ l’fi da-ti …È˙Ú„ ÈÙÏ .
(See key to exercises for our suggestions.)
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Example:
.Ô˘ Á·ËÓ‰ ÈÎ ‰Óȇ˙Ó ˙«ÁÙ Ô«˜¯È‰ ·«Á¯· ‰¯È„‰ ,È˙Ú„ ÈÙÏ
l’fi da-ati, ha’dirah bi’rkhov ha’yarkon pakhot matimah ki
ha’mitbakh katan
In my opinion, the apartment on Ha’Yarkon Street is less
suitable because the kitchen is small.
Exercise 5
Here is Yael Cohen, on the phone to her friend Nekhamah,
describing what she has seen. Using the vocabulary list below, see
if you can read and understand the dialogue (the translation is in
the key).
Has Yael found her new home? If so what are the advantages
of her choice over the others?
‰Ó ‰ÓÁÏ ˙¯ÙÒÓ ÏÚÈ .Ô«ÙÏË· ˙«¯·„Ó ‰ÓÁ ‰Ï÷ ‰¯·Á‰Â ÏÚÈ
:‰‡ˆÓ ‡È‰
.Ìȉ „È ÏÚ Ô«˜¯È‰ ·«Á¯· Ìȯ„Á ‰÷«Ï÷ ˙¯È„ È˙ȇ¯
÷È ,Ô˘ È„ Ì÷ Á·ËÓ‰ Ï·‡ Ï«„‚ Á·ËÓ È˙Ȉ¯ „ÈÓ˙
Û«‰Â ˙ȘÚ ˙ÒÙ¯Ó‰ È÷ „ˆÓ .„Á‡ ‰ÈË·Ó‡ ¯„Á ˜¯
.ÌÈÒ˜Ó
?‰Óȇ˙Ó ¯˙«È ‡È‰ ?˙ȇ¯÷ ‰ÈÈ÷‰ ‰¯È„‰ ÌÚ ‰ÓÂ
Ì‚Â ,Ï«„‚ ‰ÙÈ Á·ËÓ ‰· ÷È ¯ÈÚ‰ Êίӷ ˙‡Ê‰ ‰¯È„‰
.‰˘ ˙ÒÙ¯Ó‰÷ ˜¯ Ï·Á .Ô«ÏÁ ÌÚ ‰ÈË·Ó‡ ȯ„Á È÷
.‰·«Ë ˙ȯ»·Èˆ ‰¯»·Á˙ Ô·»ÓÎÂ
˙È·Ï ·«¯˜÷ ¯ÙÒ-˙È· ÌÈÙÈ„ÚÓ »Á‡ Ï·‡ Ô«Î ,ÔÎ
.‰ÎÈω ˜Á¯Ó·
?‰È‚ ÌÚ ˙È·Ï ¯«·ÚÏ Ì˙·÷Á ‡Ï
.„˜÷‰ ·«Á¯· ¯„‰ ˙È· È˙ȇ¯ ˙Ó‡·Â !˜»È„· »‰Ê
Ì‚ ÷È Ï·‡ ,„Á‡ ‰ÈË·Ó‡ ¯„Á ˜¯ ÷È Ì÷ ÌÓ‡
‰È‚ ˙È·Ï ÷È Ï·‡ ,Ô˘ ˙ˆ˜ Á·ËÓ‰ .ÌÈ„¯Ù ÌÈ˙»¯È÷
.‰È‚Ï ÌÈÁ¯«‡‰ ¯„ÁÓ Á·ËÓ‰Ó ‰‡ÈˆÈ ˙Ï„ ÌÚ
?‰ÈÈÁ ÌÚ ‰Ó .ÔÈÈ»ˆÓ
:ÏÚÈ
:‰ÓÁ
:ÏÚÈ
:‰ÓÁ
:ÏÚÈ
:‰ÓÁ
:ÏÚÈ
:‰ÓÁ
168
,‰˜«Á¯ ‡Ï Ò»·«Ë«‡‰ ˙Á˙ .‰ÒÈη ˙È˯٠‰ÈÈÁ ÷È
:ÏÚÈ
¯„ÁÏ Ìȇ˙Ó˘ ¯„Á ȈÁ ÷È »ÏÈه ·«¯˜ ¯ÙÒ‰ ˙È·
.‰„«·Ú
?˙È· ˙‡ˆÓ÷ Ô„Ï ˙¯ÙÈÒ ¯·Î ,» :‰ÓÁ
Vocabulary
tell(s)
sea
huge
view, landscape, scenery
splendid
in it (lit. ‘in her’)
(walking) distance
walking
that’s it
wonderful
it’s true that, indeed
a separate toilet
(lit. ‘separate services’)
(¯-Ù-Ò) ˙¯ÙÒÓ
ÌÈ
yam (m.)
anaki(-t, f.)
(˙)ȘÚ
nof (m.)
Û«
maksim(-ah, f.)
(‰)ÌÈÒ˜Ó
bah (b’+hi ending)
‰·
merkhak (m.)
˜Á¯Ó
halikhah (f.)
‰ÎÈω
zehu
»‰Ê
nehedar (nehederet, f.)
(˙)¯„‰
omnam
ÌÓ‡
sherutim nifradim ÌÈ „¯Ù ÌÈ˙»¯È ÷
mesaperet
a little, quite
ktsat
door
delet (dlatot, f.)
exit
yetsi-ah (f.)
entrance
knisah (f.)
workroom, study
khadar avodah (m.)
well?
nu
˙ˆ˜
˙Ï„
‰‡ÈˆÈ
‰ÒÈÎ
‰„«·Ú ¯„Á
?»
Exercise 6
You want to put your own home on the market: describe it to the
agent you are instructing.
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Dialogue 2
˙·÷ has come and gone, and Peter and Maya are still on the
kibbutz. It’s a work day lunchtime and Peter finds his way to the
kibbutz dining-room. Unfortunately, Maya and her family can’t join
him, but he is not alone for long:
?÷„Á ·„˙Ó ‰˙‡ :ÏÁ¯
Ô«˙ÈÚÏ ¯Ó‡Ó ·˙«Î È‡ ,¯»˜È·Ï ˜¯ È˙‡· È‡ ,‡Ï :¯ËÈÙ
?Í˙ȇ ‰Ó .ı¯‡· ÌÈÈÁ‰ ÏÚ ÈÏ‚‡
.ÌÈȯ‰ˆ‰ ȯÁ‡ ÔÙÏ»‡· ˙ȯ·Ú ˙„Ó«Ï È‡ .˙·„˙Ó È‡ :ÏÁ¯
ÌÈ„Ïȉ Ô‚· Ú»·÷· ÌÈÓÚÙ ÷«Ï÷ ;˙„·«Ú È‡ Ìȯ˜··
.‰Ò·ÎÓ· Ú»·÷· ÌÈÈÓÚÙÂ
ÌÏ»Î) ?‰÷˜·· ÁÏÓ‰ ˙‡ ÈÏ ¯È·Ú‰Ï ‰Ï«ÎÈ ˙‡ *,ÈÏÁ¯ :ÛÒ«È
Á·Ë‰ ÈÎ ,ÏΫ‡· ÁÏÓ ˜ÈÙÒÓ Ôȇ ÌÚÙ Û‡ (ÌȘÁ«ˆ
ÏÚÙÓ‰ ωÓ ,˙¯÷ ÛÒ«È È‡ .‡È¯· ‡Ï ‰Ê÷ ·÷«Á »Ï÷
.Í˙«‡ ¯ÈÎ‰Ï ÌÈÚ .˜˘Ó‰ Ï÷
?ı»·È˜· ˙Ï„‚ Ì‚ ‰˙‡ .‰È‡ÓÓ ÍÈÏÚ È˙ÚÓ÷ ,„‡Ó ÌÈÚ :¯ËÈÙ
‡È‰Â ,˙Ú ,˜÷Ó ˙¯·ÁÏ È»÷ È‡ Ï·‡ ÈÓÏ÷»¯È È‡ ‡Ï :ÛÒ«È
‰Ê **‰ÈÁ ˙‡Ê ,«„ÈÚ ‰Ê .ı»·È˜· ‰Ï„‚ ‰È‡Ó «ÓÎ
.ÌÏ«Ú· ÊÈ¯Ê ÈΉ ȇÏÓ÷Á‰ ,Ú÷«‰È
˙«ÈÚ· ÷È÷ ÌÚÙ ÏÎ ÈÏ Ìȇ¯«˜ ̉ .ÌÈÊ‚˙ χ ,‰ÏÏ‡È :Ú÷«‰È
.„ÈÓ ‰ÈÚ·‰ ˙‡ ¯˙«Ù È‡ ÏÏΠͯ„·Â ÏÓ÷Á‰ ÌÚ
¯◊Ú „«Ú· ‰÷È‚Ù ÈÏ ÷È .Ê»ÊÏ Íȯˆ È‡ Ï·‡ ¯ÚËˆÓ È‡ :ÛÒ«È
˙‡ ¯ËÈÙÏ ˙ˆ˜ ˙«‡¯‰Ï ÌÈÏ«ÎÈ Ì˙‡ ,‰ÈÁ «„ÈÚ .˙«˜„
?˜÷Ó‰
.·¯ Ô«ˆ¯· ÔÎ :‰ÈÈÁ «„ÈÚ
.˙«◊ÚÏ È˙Ȉ¯÷ ‰Ó ˜»È„· ‰Ê ?ÔÓÊ ÌÎÏ ÷È ,˙Ó‡· :¯ËÈÙ
* Rakheli: affectionate diminutive of rakhel = Rachel
** Pronounced ‘khaya’ but you will see this name spelled Haya or
Chaya in English
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rakhel:
piter:
atah mitnadev khadash?
lo, ani rak báti l’bikur, ani kotev ma-amar al
ha’khayim ba’árets le’iton angli. v’mah itakh?
rakhel:
ani mitnadévet. ani lomédet ivrit ba’ulpan akharey
ha’tsohoráyim. ba’bkarim, ani ovédet: shalosh peamim ba’shavú-a b’gan ha’yladim v’pa-amáyim
ba’shavú-a ba’mikhbasah.
yosef:
rakheli, at yekholah l’ha-avir li et ha’mélakh
b’vakashah? (kulam tsokhakim) af pá-am eyn
maspik melakh ba’ókhel, ki ha’tabakh shelánu
khoshev she’zeh lo bari. ani yosef sharet, menahel
ha’mif-al shel ha’méshek. na-im l’hakir otkha.
piter:
na-im me-od. shamáti alékha mi’maya. atah gam
gadálta ba’kibuts?
yosef:
lo, ani yerushálmi aval ani nasuy l’khaverat méshek,
anat, v’hi kmo maya gadlah ba’kibuts. zeh ido, zot
kháyah v’zeh yehoshu-a, ha’khashmelay hakhi zariz
ba’olam.
yehoshu-a: y-alah, al tagzim. hem kor-im li kol pá-am she’yesh
be-ayot im ha’khashmal u’v’derekh klal ani poter et
ha’be-ayah miyad.
yosef:
ani mitsta-er aval ani tsarikh la’zuz. yesh li pgishah
b’od éser dakot. ido v’khayah, atem yekholim l’har-ot
ktsat l’piter et ha’méshek?
ido v’khayah: ken b’ratson rav.
piter:
b’emet, yesh lakhem zman? zeh b’diyuk mah
she’ratsíti la’asot.
Vocabulary
volunteer
mitnadev(-et,f)
what about you (f.)?
mah itakh?
ulpan (intensive
Hebrew course)
ulpan (m.)
in the mornings
ba’bkarim
kindergarten, nursery
gan yeladim (m.)
laundry
mikhbasah (f.)
·„˙Ó
?Í˙ȇ ‰Ó
ÔÙÏ»‡
Ìȯ˜··
ÌÈ„Ïȉ Ô‚
‰Ò·ÎÓ
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to pass
l’ha-avir G3
salt
melakh (m.)
cook
tabakh (m.)
(factory) manager
factory
menahel(-et, f.)
mif-al (m.)
farm = kibbutz
méshek (m.)
about you (m.)
alékha (al+ atah)
from Jerusalem (adj.)
yerushálmi(-t, f.)
electricity
electrician
khashmal
khashmelay(-a-it, f.)
nimble, agile
zariz(-ah, f.)
come on
y-alah! (Arabic)
don’t exaggerate
al tagzim
usually
b’dérekh klal
solve(s)
poter G1
to move
la’zuz G1
to show
l’har-ot G3
(¯-·-Ú) ¯È·Ú‰Ï
ÁÏÓ
Á·Ë
(˙)ωÓ
ÏÚÙÓ(‰)
˜÷Ó
ÍÈÏÚ
(˙)ÈÈÓÏ÷»¯È
ÏÓ÷Á
(˙)ȇÏÓ÷Á
(‰)ÊȯÊ
‰ÏχÈ
ÌÈÊ‚˙ χ
ÏÏΠͯ„·
(¯-˙-Ù) ¯˙«Ù
(Ê-»-Ê) Ê»ÊÏ
(‰-‡-¯) ˙«‡¯‰Ï
Language points
More prepositions with pronoun endings:
‘with’ im ÌÚ and ‘on’ al ÏÚ + endings
In Dialogue 1 Shlomo asks Peter, “And what about you?” (lit.
‘what’s with you?’) (itkha) ?Í˙ȇ ‰Ó . In Dialogue 2 Peter asks
Rachel the same question: (itakh) ?Í˙ȇ ‰Ó . The preposition
‘with’ im ÌÚ becomes ‘it-’ ˙ȇ + the pronoun endings when it
declines:
She is travelling with me to Israel hi nosa-at iti l’isra-el
χ¯◊ÈÏ È˙ȇ ˙ÚÒ« ‡È‰
172
Here is the full declension; it follows the pattern of
which you have already learnt:
(Ô)̉ (Ô)Ì˙‡
Ï÷ ,Ï ,˙‡
»Á‡
‡È‰
‡»‰
˙‡
‰˙‡
È‡
(Ô)Ì˙ȇ (Ô)ÌÎ˙ȇ »˙ȇ
‰˙ȇ
«˙ȇ
Í˙ȇ
Í˙ȇ
È˙ȇ
itam(n) itkhem(n) itanu
itah
ito
itakh
itkha
iti
NB Do not confuse iti
direct object pronoun:
ÌÚ
with
È˙ȇ ‘with me’ with oti È˙«‡ ‘me’, the
He grew up with him but didn’t remember him.
hu gadal ito aval lo zakhar oto «˙«‡ ¯ÎÊ ‡Ï Ï ·‡
«˙ȇ Ï„‚ ‡»‰
My girlfriend is coming to the wedding with us, can you also take
her in your car?
‰˙«‡ Ì‚ ˙Á˜Ï Ï«ÎÈ ‰˙‡ ,‰»˙ÁÏ »˙ȇ ‰‡· ÈÏ÷ ‰¯·Á‰
?ÍÏ÷ ·Î¯·
Not all prepositions decline in the same way. In Dialogue 2 we
also hear Peter saying “I have heard about you shamati alekha
ÍÈÏÚ È˙ÚÓ›∆÷ .” The preposition ‘on’, ‘about’ al ÏÚ takes the
following endings:
(Ô)̉
(Ô)Ì˙‡
»Á‡
‡È‰
‡»‰
˙‡
‰˙‡
È‡
(Ô)̉ÈÏÚ (Ô)ÌÎÈÏÚ »ÈÏÚ
‰ÈÏÚ
ÂÈÏÚ
ÍÈÏÚ
ÍÈÏÚ
ÈÏÚ
aleyhem(n) aleykhem(n) aléynu
aléhah
alav
aláyikh
alékha
The prepositions ‘before’ lifney ÈÙÏ , ‘after’ akharey
el χ follow the same pattern as ÏÚ .
alay
ÏÚ
on/about
ȯÁ‡ and ‘to’
The preposition el χ means ‘to’ like ‘ Ï ’. They are often interchangeable in colloquial Hebrew but there is a distinction: you
would often say ‘to go to…’ la’lekhet l’ …Ï ˙ÎÏÏ , but you would
always say ‘to come to’ lavo el χ ‡«·Ï :
They came (to us) for a visit
hem ba-u elenu l’bikur
¯»˜È·Ï »Èχ »‡· ̉
NB Check your spelling: do not confuse el
χ with al ÏÚ !
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Other examples:
The table is full, all my work is on it (lit. ‘on him’)
ha’shulkhan maleh, kol ha’avodah sheli alav
ÂÈÏÚ ÈÏ÷ ‰„«·Ú‰ ÏÎ ,‡ÏÓ ÔÁÏ»÷‰
I wrote (to) them a long article about you
katavti elehem ma-amar arokh aláyikh
ÍÈÏÚ Í«¯‡ ¯Ó‡Ó ̉Èχ È˙·˙Î
The new offer (hatsa-ah) is very good. Have you heard about
it (lit. ‘about her’ aléyhah)?
?‰ÈÏÚ ˙ÚÓ÷ .‰·«Ë „‡Ó ‰÷„Á‰ ‰Úˆ‰‰
Exercise 7
Insert the correct form of the preposition indicated in brackets.
Example:
ÍÈÏÚ ·÷«Á È‡ .ÔÓʉ ÏÎ (˙‡ + ÏÚ) ·÷«Á È‡
I am thinking about you ani khoshev aláyikh
.ÔÓʉ ÏÎ (˙‡ + ÏÚ) ·÷«Á È‡
.Ï»ÈËÏ (»Á‡ + ÌÚ) Ìȇ· ̉
.·«Á¯· Ï«Ó˙‡ (Ô‰ + ˙‡) »ȇ¯
.(‡È‰ + ÏÚ) ¯»ÙÈÒ ·˙Î ‡»‰
.¯ÙÒ‰ ˙‡ (È‡ + ÌÚ) È˙Á˜Ï
.‰÷„Á‰ ˙»Á· (̉ + ˙‡) È˙È˜
.(Ì˙‡ + ÈÙÏ) ‰˙È·‰ »‡·
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6
7
Exercise 8
Fill in the missing preposition from the list below. If you feel confident, you can cover the list and try on your own without it.
Example:
.«˙«‡ È˙ȇ¯ ,ÔÎ ?ÈÏ÷ ¯ÙÒ‰ ˙‡ ˙ȇ¯
Have you seen my book? Yes, I saw it.
ra-íta et ha’séfer sheli? ken ra-íti oto
174
.______ È˙ȇ¯ ,ÔÎ ?ÈÏ÷ ˙·‰ ˙‡ ˙ȇ¯
._______ Ô·‰ ‡»‰ ÔÎ ?ÌÎÏ÷ Ô·‰ ‰Ê
.______ È˙È˜ ,ÔÎ ?È˙÷˜È·÷ ˙«˜¯È‰ ˙‡ ˙È˜
.________ ‰ÙÈ „‡Ó ‡È‰ ,‰÷„Á ‰ÏÓ◊ ˙÷·«Ï ˙‡
»‡· ̉ ,‡Ï ?ÌÎÈÙÏ ‰Ù »¯‚ ÌÎÏ◊ Ìȯ·Á‰
.________ ‰Ù ¯»‚Ï
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2
3
4
5
»Ï÷ ;»ȯÁ‡ ;‰˙«‡ ;ÍÈÏÚ ;Ì˙«‡
Noun Patterns: Professions
We have seen how important the root letters are for Hebrew verbs,
and you may well have noticed root letters reappearing in words
with related meanings. Here is an opportunity to see how root
letters can help you to connect nouns as well as verbs.
The root achieves a wide variety of meanings by being ‘cast’ into
various patterns corresponding to types of words. In the dialogue
above we came across a number of different occupations, so let’s
start there, since professions can readily be grouped by characteristic endings:
profession(s)
miksó-a/mikso-ot(m./pl.)
occupation
isuk (m.)
(˙«)Ú«ˆ˜Ó
˜»ÒÈÚ
the ay group
journalist
itonay(-it, f.)
mechanic
mekhonay(-it, f.)
electrician
khashmelay(-it, f.)
(˙)ȇ«˙ÈÚ
(˙)ȇ«ÎÓ
(˙)ȇÏÓ÷Á
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the e/et group
policeman
shoter(-et, f.)
labourer
po-el(-et, f.)
goalkeeper/doorman
sho-er(-et, f.)
(˙)¯Ë«÷
(˙)ÏÚ«Ù
(˙)¯Ú«÷
the an/anit group
pianist
psantran(-it, f.)
ticket seller
kartisan(-it, f.)
(˙È)Ô¯˙ÒÙ
(˙È)ÔÒÈ˯Î
the a-a/a-it group
cook
tabakh(-it, f.)
hairdresser
sapar(-it, f.)
(˙È)Á·Ë
(˙È)¯ÙÒ
Exercise 9
Now look closely at the following list of words. Can you pair them
up with the list of occupations above?
You do not need to understand their meaning to do this or even
be sure of how to pronounce them correctly; the important thing
is to recognize how they are related. You may have to disregard
prefixes or suffixes or even infixes (inserts) to recognize the shared
root letters. But once you get into the habit of relating words in
this way your vocabulary will expand quickly, and go far beyond
the glossary at the back of this book! (But don’t worry: you will
find the transliteration and all of the words in the key!)
Example:
(˙)ÏÚ«Ù – ‰Ï»ÚÙ
,ÒÈ˯Π,¯˙ÒÙ, ‰«ÎÓ ,‰¯ÙÒÓ ,‰Ï»ÚÙ
¯Ú◊ ,Ô«˙ÈÚ, Á·ËÓ ,‰¯Ë÷Ó ,ÏÓ÷Á
176
Exercise 10
You have already learnt some nouns relating to these occupations;
if you look at the spelling closely you will be able to guess what
the following words mean and be able to match them with the
translations below. (Check your answers with the transliteration in
the key to make sure you pronounce them correctly.)
Example:
gardener (ganan)
Ô‚
,Ô˜¯È ,˙ȇ˜· ,ÔÏ«Ò ,ÔÚ÷ ,ÒÈÈË ,‚ÈÈ„ ,ȇ˜ÈËÈÏ«Ù ,Ô‚
˙¯Ù«Ò ,ȇٻ˜ ,Ô˜Á◊
fisherman, pilot, soloist, banker, watchmaker, politician, gardener,
actor/player, writer, greengrocer, cashier
Exercise 11
Can you say what your profession is?
Informally you would simply ask:
‘What do you do?’ ma atah oseh?
?‰◊«Ú ‰˙‡ ‰Ó
But you might wish to use the more formal:
‘What is your occupation?’ bameh atah oved/osek
?˜Ò«Ú/„·«Ú ‰˙‡ ‰Ó·
Or to be more specific:
‘What is your profession/occupation?’
mah ha’miktsó-a shelkha?
?ÍÏ÷ Ú«ˆ˜Ó‰ ‰Ó
Say what your brother does for a living, or your son, or your
mother, or the woman down the road. Do they do any of the
above?
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4211
10 ˙»·¯˙ ˯«¬Ò
Sport and
culture
In this unit you will learn:
•
•
•
•
to talk about hobbies and sports
a little history
the past tense of Group 3 ( Ï È Ú Ù ‰ ) verbs
the past tense of ‘to be’:
‘I was’ È ˙ È È ‰ I had’ È Ï ‰ È ‰
• more prepositions with endings ( « Ó Î )
• more about asking questions and using conjunctions
• verbs – Group 4 ( Ï Ú Ù ˙ ‰ ) , present and past tenses
Dialogue 1
You will now find transliterations in the Appendix at the back of
the book – should you need them. (Don’t panic, the vocabulary lists
continue to provide transliterations of all new words.)
On his way around the kibbutz, Peter has a chance to ask Ido and
Haya a bit about themselves and life on the kibbutz. What work do
they do? Are they happy with their life on the kibbutz?
?ÌÈ◊«Ú Ì˙‡ ‰Ó ?Ô«Î ,ı»·È˜· Ìȯ·Á Ì˙‡÷ ÔÈ·Ó È‡
‰÷Ù»Á‰ ‰˙ȉ ˙‡Ê) ˜«Á¯‰ Á¯ÊÓ· Ï»ÈË‰Ó È˙¯ÊÁ÷Î
«ÓÎ Ò„¯Ù· „«·ÚÏ È˙Î÷Ó‰ (‡·ˆ· ˙»¯÷‰ ȯÁ‡ ÈÏ÷
˙«È‰Ï È˙Ȉ¯ ÌÚÙ .¯ÙÒ‰ ˙È·Ó ˙«÷Ù»Á· È˙È◊Ú „ÈÓ˙÷
ÛÈ„ÚÓ È‡ ÂÈ÷ÎÚ Ï·‡ ?„Á‡ Ì«È ÈÏ»‡ ?Ú„«È ÈÓ ,Ô˜Á◊
ÈÏ÷ Ìȯ·Á‰ ·¯÷ ˙«¯ÓÏ ÈÏ÷ ‰ÁÙ÷ÓÏ ·«¯˜ ˙«È‰Ï
.ı»·È˜‰ ˙‡ ÌÈ·Ê«Ú
:¯ËÈÙ
:«„ÈÚ
178
?‡·ˆ‰ ȯÁ‡ ˙ÏÈÈË ˙‡ Ì‚ ,‰ÈÁ
ÏÚÙÓ· ˙„·«Ú È‡ ÂÈ÷ÎÚ ,‰ËÈÒ¯·È»‡Ï È˙Îω ,‡Ï
.‰ÈÓÈÎ È˙„ÓÏ ÈÎ ,È˙«‡ ÔÈÈÚÓ ‰Ê .‰„·ÚÓ·
?È»Ù‰ ÔÓʉ ˙‡ ÌÈÏ·Ó ÌΫÓÎ ÌȯÈÚˆ ÌÈ÷‡ Íȇ
,Ú«Ï«˜ ,‰Îȯ· ,˯«ÙÒ ÌÏ»‡ :‰Ù ÏΉ »Ï ÷È
.„»˜È¯ ,¯»Èˆ ,‰Ó¯„ :ÌÈ‚»Á ÈÈÓ ÏÎ,‰Ï‰˜Ó ,˙¯«ÓÊ˙
.˙«◊ÚÏ ‰Ó ÷È
!Èχ„ȇ ÚÓ÷
«Ï ‰È‰ ,„ÏÈÎ ˜‡¯ÈÚÓ ÚÈ‚‰ ÈÏ÷ ‡·‡÷Î .ÈÏ»‡ ,ÔÎ
Ï·‡ ,ÏΉ »Ï ÷È Ì«È‰ .Ô„Ú Ô‚ ‰Ù ˙«·Ï Ì«ÏÁ
.˙«Â˜˙ ˜¯ ÷È ,Ì«Ï÷ Ôȇ ÌÈÈ˙È·
:¯ËÈÙ
:‰ÈÈÁ
:¯ËÈÙ
:‰ÈÈÁ
:¯ËÈÙ
:«„ÈÚ
Vocabulary
(Ô-È-·) ÔÈ·Ó
(¯-Ê-Á) È˙¯ÊÁ
I returned, came back khazárti G1
the Far East
ha’misrakh ha’rakhok ˜«Á¯‰ Á¯ÊÓ‰
(Ï”‰ˆ) ‡·ˆ
army (defence force tsava (m.)
understand(s)
mevin G3
of Israel)
(tsakhal – tsva ha’ganah l’israel)
orchard, citrus grove
pardes (m.)
school
beyt séfer (m.)
laboratory
ma-abadah (f.)
chemistry
khimiyah (f.)
like you
kmokhem
(kmo+atem)(m., pl.)
to enjoy
mevalim G2
hall
ulam (m.)
swimming pool
brekhah (f.)
orchestra
tizmóret (f.)
choir
mak-helah (f.)
all kinds of
kol miney
club
khug (m.)
drama
drama (f.)
Ò„¯Ù
¯ÙÒ ˙È·
‰„·ÚÓ
‰ÈÓÈÎ
ÌΫÓÎ
(‰-Ï-·) ÌÈÏ·Ó
ÌÏ»‡
‰Îȯ·
˙¯«ÓÊ˙
‰Ï‰˜Ó
ÈÈÓ ÏÎ
‚»Á
‰Ó¯„
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drawing, painting
tsiyur (m.)
dance
rikud (m.)
it sounds (lit. ‘it is heard’)
nishma
ideal
ide-áli(-t, f.)
Iraq
irak
dream
khalom (m.)
to build
li’vnot G1
Garden of Eden
gan-éden
in the meantime
benatáyim
hope
tikvah (f.)
¯»Èˆ
„»˜È¯
ÚÓ÷
(˙)Èχ„ȇ
˜‡¯ÈÚ
Ì«ÏÁ
(‰--·) ˙«·Ï
Ô„Ú-Ô‚
ÌÈÈ˙È·
*‰Â˜˙
* ‘Hatikvah’ ‰Â˜˙ ‰ is the name of the Israeli national anthem.
It means, literally, ‘the hope’.
Language points
The past tense of Group 3 ( Ï È Ú Ù ‰) verbs
In the past tense, Group 3 verbs drop the prefix Ó of the present
tense, but retain the ‰ of the infinitive. (The endings are the usual
past tense suffixes common to all verb groups.) The vowel pattern
of the third person singular is generally i-i, like the name of the
group ÏÈÚÙ‰ . Problem root letters, as we have seen, create variations in vowel patterns; a variation you will frequently come across
in the past of tense of this group is e-i.
Root Í-÷-Ó Infinitive To continue l’hamshikh
ÍÈ÷Ó‰Ï continuation hemshek Í÷Ó‰
»Î÷Ó‰ »Á‡
himshákhtem Ì˙Î÷Ó‰ Ì˙‡
himshákhten
Ô˙Î÷Ó‰ Ô˙‡
himshíkhu
»ÎÈ÷Ó‰ (Ô)̉
himshákhnu
himshákhti
himshákhta
himshakht
himshikh
himshíkhah
È˙Î÷Ó‰ È‡
˙Î÷Ó‰ ‰˙‡
˙Î÷Ó‰ ˙‡
ÍÈ÷Ó‰ ‡»‰
‰ÎÈ÷Ó‰ ‡È‰
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Root Ô-È-· Infinitive To understand l’havin
ÔÈ·‰Ï understanding havanah ‰·‰
hevánu
hevántem
hevánten
hevínu
»·‰
Ì˙·‰
Ô˙·‰
»È·‰
hevánti
hevánta
hevant
hevin
hevínah
È˙·‰
˙·‰
˙·‰
ÔÈ·‰
‰È·‰
Exercise 1
Form sentences by combining the verbs in column A with the
phrases in column B. (Include the pronoun.)
Example:
‰˙È·‰ ˙ÎÏÏ »ËÏÁ‰ »Á‡
anakhnu hekhlátnu la’lékhet ha’báytah
We decided to go home
B
ωÓ‰ ˙‡
‰˙È·‰ ˙ÎÏÏ
È˙Ȉ¯÷ ‰Ó ˜»È„·
÷«Ï÷ ‰Ú÷·
‰ÙÈÁ· Ò»·«Ë«‡
»ÏÈÁ˙‰ ̉÷ ‰„«·Ú‰ ˙‡
‰Ï÷ ˙È«ÎÓ· Ú«ÒÏ
A
»ËÏÁ‰
ÛÈÏÁ‰
»È·‰
‰¯ÈΉ ‡Ï
»ڂȉ
‰ÙÈ„Ú‰
»ÎÈ÷Ó‰
Verbal nouns
In Hebrew verbal nouns are called, descriptively:
the name of the action shem ha’pe-ulah
‰Ï»ÚÙ‰ Ì÷
These, very broadly, follow patterns according to the group or
‘building’ binyan ÔÈÈ· from which they originate. Since there are
so many exceptions, it is more useful to be able to recognize the
patterns than to use them as models to create words (though such
creative thinking is always worth a try!).
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However, as you will see, being able to recognize a pattern will
help you link words whose root you have come across in another
word. Suddenly your ability to guess meanings and understand
correctly will increase at an exponential rate! You will now have
the key to the detective work and eventual mastery over this new
language.
In the dialogue above, you have learnt that the word for dancing
is „»˜È¯ . You will therefore be able to guess that Ô„˜¯ in the right
context is likely to mean a dancer, especially since we saw in the
last unit that other G1 verbs, like „-˜-¯ , produce nouns describing
an occupation, ending with -an.
Likewise, knowing the word for driver ‚‰ you can guess – and
you’d be right – that nehigah ‰‚ȉ is the noun describing the
action, namely driving.
(We have included the verb in the third person masculine singular
past tense in the examples, to help train your ear to relate verb
and noun vowel patterns more easily.)
Here are some common patterns:
1 Nouns derived from Group 1 pa-al
patterns e-i-ah/a-i-ah
he sat / a sitting, meeting
he thought / thinking
he walked / walking
ÏÚÙ verbs often follow the
‰·È÷È/·÷È
khashav / khashivah ‰ ·È ÷Á/ · ÷Á
‰ÎÈω/Íω
halakh / halikhah
yashav / yeshivah
2 Nouns derived from Group 2 pi-el
pattern i-u
ÏÚÈÙ often follow the
he drew / a drawing
tsiyer / tsiyur
he talked / speech, a talk
diber / dibur
¯»Èˆ/¯ÈȈ
¯»·È„/¯·È„
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3 Nouns derived from Group 3 hif’il
pattern ha-a-ah
ÏÈÚÙ‰ often follow the
he ordered, invited / an order, invitation
hizmin / hazmanah
he suggested / a suggestion
hitsiya / hatsa-ah
‰Óʉ/ÔÈÓʉ
‰Úˆ‰/ÚȈ‰
Exercise 2
The following verbs in Group 2 pi-el ÏÚÈÙ lend themselves to the
pattern shown above. Try forming the verbal nouns yourself.
(Check your answers in the key.)
¯˜È· ,÷˜È· ,◊ÙÈÁ ,Ô˜È˙
Exercise 3
In Dialogue 1 you will find verbs that relate to the nouns below.
Write them down, together with their root letters, next to the noun
they are related to.
You may not know to what group the verb belongs, nor be sure
how to pronounce it – (the key will help you) but you can guess
the root. Your clue? Look for the letters that appear in both the
noun and the verb.
Example:
do/make, doing/making osim, asiyah
‰ÈÈ◊Ú (‰-◊-Ú) ÌÈ◊«Ú
È»ÏÈ· ;‰„«·Ú ;‰¯ÊÁ ;„»ÓÈÏ
Exercise 4
Try forming nouns from the following verbs (given in the past,
third person singular ‘he’):
˜ÈÏ„‰ ,ÏÈÁ˙‰ ,Ï÷È· ,ËÈÏÁ‰ ,Ú„È
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Declension of the preposition ‘like/as’
kmo « Ó Î
Peter asks ‰ÈÈÁ and «„ÈÚ ?…ÌÈÏ·Ó ÌΫÓÎ ÌÈ÷‡
«ÓÎ has its own particular way of declining:
/̉«ÓÎ
Ô‰«ÓÎ
/ÌΫÓÎ
ÔΫÓÎ
»«ÓÎ
‰«ÓÎ
kmohem(n) kmokhem(n) kamónu
kamóha
kamóhu
like her
like him
like them like you (pl.)
like us
»‰«ÓÎ
Íȇ
Í«ÓÎ
Í«ÓÎ
È«ÓÎ
kamokh
kamókha
kamóny
like you (f.) like you (m.) like me
Exercise 5
Below are a list of activities. Sort them out under the following
headings:
‰˜ÈÒ»Ó , 2 sport ˯«ÙÒ ,
3 art omanut ˙»Ó‡
1 music musikah
New vocabulary
nation, folk
am (m.)
to sing
la’shir G1
to swim
li’skhot G1
to play (an instrument)
le’nagen G2
ÌÚ
(¯-È-÷) ¯È÷Ï
(‰-Á-◊) ˙«Á◊Ï
(Ô-‚-) Ô‚Ï
;‰Ï‰˜Ó· ¯È÷Ï ;ÌÈÙ« ¯ÈÈˆÏ ;Ï‚¯ ¯»„Î ˜Á◊Ï
;È˜Ò ˙«◊ÚÏ ;ÌÚ È„»˜È¯ „«˜¯Ï ;ÌÈÒ»Ò ÏÚ ·«Î¯Ï
;‰¯ÈÒ· Ë»÷Ï ;ÌÈÈÙ‡ ÏÚ ·«Î¯Ï ;ÌÈ· «‡ ‰Îȯ·· ˙«Á◊Ï
˙«È¯Ï‚· ¯˜·Ï ;ÒÈË ˜Á◊Ï ;¯˙ÒÙ· Ô‚Ï
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‘To be’ or ‘not to be’ in the past
As you know, ‘to be’ li’hyot (‰-È-‰) ˙«È‰Ï is not used in the
present tense. But it is used, very often, in the past. It conjugates
much like other verbs in Group 1 whose end root letter is ‰ :
»È‰ (Ô)Ì˙Èȉ
»Èȉ ‰˙Èȉ
‰È‰
˙Èȉ
hayu hayítem(n) hayínu haytah hayah hayit
˙Èȉ
È˙Èȉ
hayíta
hayíti
Examples:
I wasn’t at home yesterday lo hayíti ba’báyit etmol
Ï«Ó˙‡ ˙È·· È˙Èȉ ‡Ï
I can’t find the tickets; I’m sure they were in my wallet
ani lo motseh et ha’kartisim; ani batú-akh she’hem hayu
b’arnak sheli
ÈÏ÷ ˜¯‡· »È‰ ̉÷ Á»Ë· È‡ ;ÌÈÒÈ˯Ή ˙‡ ‡ˆ«Ó ‡Ï È‡
I had haya li
ÈÏ ‰È‰
The past tense of ‰-È-‰ is used to form the past of the verb ‘to
have’. Yesh ÷È and eyn Ôȇ are replaced by the third person of
the verb ‘to be’ in the past:
I had, you had (not) (lit. ‘there was (not) to me, you,’ etc.)
…ÍÏ ,ÈÏ ‰È‰ (‡Ï)
(lo) haya li, lekha…
The four forms of the third person (he, she, they (m./f.)) are used
since the verb has to agree in number and gender with the subject
of the Hebrew sentence (not of the English sentence):
I had no opportunity (lit. ‘no opportunity was there for me’)
˙»ӄʉ ÈÏ ‰˙Èȉ ‡Ï
lo haytah li hizdamnut
They had many friends (lit. ‘many friends were to them’)
Ìȯ·Á ‰·¯‰ ̉Ï
hayu lahem harbeh khaverim
»È‰
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‰È‰
as an auxiliary
‰È‰ is also used as an auxiliary to express the past tense of ‘need’
Íȯˆ :
I needed to speak to her hayiti tsarikh l’daber itah
‰˙ȇ ¯·„Ï Íȯˆ È˙Èȉ
They needed quiet hem hayu tsrikhim shéket
˘÷ ÌÈÎȯˆ »È‰ ̉
(You will also very often hear the alternative Group 4 form of Íȯ ˆ
– l’hitstarekh Í¯Ë ˆ‰Ï – see the language point below – which only
exists in the past and future: ‘I had to’ hitstarakhti È˙ Î¯Ë ˆ‰ .)
Mukhrakh Á¯Î»Ó is another way of expressing obligation and
works very much like Íȯˆ . It has four forms:
˙«Á¯Î»Ó ,ÌÈÁ¯Î»Ó ,‰Á¯Î»Ó ,Á¯Î»Ó
and is followed by the infinitive:
He has to leave early hu mukhrakh la’lékhet mukdam
Ì„˜»Ó ˙ÎÏÏ Á¯Î»Ó ‡»‰
Like
Íȯˆ , Á¯Î»Ó uses ‰È‰ for the past tense:
He had to leave early hu haya mukhrakh la’lékhet mukdam
Ì„˜»Ó ˙ÎÏÏ Á¯Î»Ó ‰È‰ ‡»‰
Exercise 6
Put the sentences below into the past tense.
Example:
ıȘ‰ ‰È˙· È˙Èȉ – ıÈȘ‰ ‰È˙· È‡
ani b’netányiah ha’káyits – hayíti b’netanyah ha’káyits
I am in Netanya this summer – I was in Netanya this summer
.÷Ó÷ ÈÙ˜÷Ó ÈÏ Ôȇ
.̫ȉ ÏÎ ˙È·· ‡Ï ̉
?¯ÈÚ‰ Ï÷ ‰ÙÓ ÌÎÏ ÷È
.‰ÓÈ·‰ Ô«¯Ë‡˙· Ô˜Á◊ ‡»‰
.Ì«˜Ó ¯˙«È Íȯˆ È‡
1
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5
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Exercise 7
Read and translate the following passage, filling in the gaps with
the correct form of the verb ‰È‰ the past tense.
New vocabulary
band
I feel like it
surprise
chair
performance
to be happy
worth
before, previously
‰˜‰Ï
˜÷Á ÈÏ ÷È
yesh li khéshek (m.)
hafta-ah (f.)
‰Ú˙Ù‰
kise (m.) (kis-ot, pl.)
(˙«) ‡ÒÈÎ
hofa-ah (f.)
‰ÚÙ«‰
li’smó-akh G1
(Á-Ó-◊) Á«Ó◊Ï
shaveh (unchanging)
‰ÂÂ÷
mi’kódem
Ì„«˜Ó
lahakah (f.)
˙˜‰Ï Ï÷ ˯ˆ«˜Ï ,ÈÏ÷ ‰¯·Á‰ ,ȘÈ ÌÚ ˙ÎÏÏ Íȯˆ È˙Èȉ
ȘÈ Ï·‡ ,Ì„«˜Ó ̉Ï÷ ˯ˆ«˜· ___1__ ‡Ï .”ıÁÏ ˙Á˙”
‡Ï ,̈ڷ .ÌÈÓÚÙ ‰·¯‰ ____2_ ¯·Î ‰˜‰Ï‰ ˙‡ ˙·‰«‡ „‡Ó
Ï·‡ ,¯˜ ·¯Ú ___4__ ı»Á· .˙ÎÏÏ ˜÷Á ÏÏη ÈÏ ____3_
.Ìȯ·„Ó ÌϻΠ‰Ó ÏÚ ˙Ú„Ï Á¯Î»Ó ___5__
‰˜‰Ï‰ ÌÚ „ÁÈ »¯÷ »ϻΠ.ÔÈÈ»ˆÓ ‡˜Â„ ___6__ ˯ˆ«˜‰
‰ÚÙ«‰‰ Ï·‡ Ìȯ˜È __7__ ÌÈÒÈ˯Ή .˙«‡ÒÈΉ ÏÚ »„˜¯Â
»ÁÓ◊ ,¯Á»‡Ó „‡Ó ‰˙È·‰ »ڂȉ .‰¯«‚‡ ÏÎ ‰ÂÂ÷ ___8___
.¯˜«·· Ì„˜»Ó Ì»˜Ï ÌÈÎȯˆ __9__ ‡Ï÷
Exercise 8
Which is the odd one out and why?
˜«Á¯ ,ÔÈÈÚÓ ,ÌÈÈÙ‡ ,ÔÈÈ»ˆÓ 1
»Ú‚‰ ,È˙È◊Ú ,ÏÈÁ˙‰Ï ,Ì˙ÈÏÈ· 2
˙¯«ÓÊ˙ ,»¯÷ ,‰˜‰Ï ,˯ˆ«˜ 3
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¯ÁÓ ,‰÷ ÈÙÏ ,Ï«Ó˙‡ ,Ì«˘Ï˘ 4
Ì˙Îω ,Ì˙·‰ ,‰·‰ ,ÔÈ·Ó 5
Exercise 9
Ask the questions to which these are the answers, using the
following question words (remember to change the pronouns where
appropriate).
?‰ÓÏ ?‰Ó ?‰ÓÎ ?ÈÓ ?Ô‡Ï ?È˙Ó „Ú
Example:
I wanted to go to the cinema
Where did you want to go to?
Ú«Ï«˜Ï ˙ÎÏÏ È˙Ȉ¯
?˙ÎÏÏ ˙Ȉ¯ Ô‡Ï
.˙«¯«‚‡ 25 ‰ÏÚ ÒÈ˯Ή
.Ì«Ï÷ ÌȈ«¯ »Á‡
.Ìȯ˜ »È‰ ÌÈÓ‰ ÈÎ ,ÌÈ· ˙«Á◊Ï ˜÷Á ÈÏ ‰È‰ ‡Ï
.˙Ï„‰ ˙‡ ¯‚Ò ÈÒ«È
.÷„Á‰ ˜ÈË»·Ï ˙«ÎÏ«‰ »Á‡
.ËÒ»‚«‡ Û«Ò „Ú ‰Á»˙Ù ‰Îȯ·‰
Dialogue 2
Peter and Maya have started their tour of the Galilee and are now
visiting the mountain-top city of Safed (tsfat ˙Ù ˆ ), famous for its
Crusader fortress (mivtsar tsalbani È·Ï ˆ ¯ˆ ·Ó ), ancient synagogues (batey knesset atikim ÌȘÈ˙Ú ˙ÒÎ È˙ · ) nestling in
winding narrow streets, and the thriving community of artists
(omanim ÌÈÓ‡ ) who have found their way to this inspiring place
in more recent times.
They climb the peak to soak in the atmosphere (avirah, f. ‰¯È‡ ).
Whom do they meet and what has brought him to Safed?
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?˙Ùˆ ·÷«˙ ‰˙‡ :‰È‡Ó
ÏÚ Ìȯӫ‡ Ì˙‡ ‰Ó .‰Ù Ìȯ‚÷ ÌÈÓ‡‰Ó „Á‡ È‡ ,ÔÎ
‡Ï‡ ,*Ô«¯ÈÓ ¯‰ ˙‡ ˜¯ ‡Ï ˙«‡¯Ï ¯÷Ù‡ ‰ÙÓ ?Û«‰
?¯ÈÚ· ¯·Î Ì˙ÏÈÈË .**˙¯Ή ˙‡ Ì‚ ,¯È‰· Ì«È·
:÷ȇ
ȇ„Î ‰Ó .˙Ùˆ· ÈÏ÷ ‰«÷‡¯‰ ÌÚÙ‰ ˙‡Ê .‡Ï „«Ú ,‡Ï :¯ËÈÙ
?˙«‡¯Ï »Ï
˙«‡Ó· .‰¯È÷Ú ‰È¯«ËÒȉ ÷È ˙ÙˆÏ .˙«‡¯Ï ‰Ó ‰·¯‰ ÷È :÷ȇ‰
ÏÚ· ¯ˆ·Ó ‰˙ȉ ˙Ùˆ ,ÌÈ·Ïˆ‰ ˙Ù»˜˙· ,13 ‰Â 12 ‰
Ô«ËÏ÷‰ ˙Ù»˜˙· ,¯Á»‡Ó ¯˙«È .˙Ȃ˯ËÒ‡ ˙»·È÷Á
»‡·÷ ÌÈ„»‰È ˙Ùˆ· »·÷È˙‰ ,16 ‰ ‰‡Ó· Ș¯»Ë‰
»ÈÁ ‰Ù .Ï«„‚ ÈÁ»¯Â È˙»·¯˙ ÊίÓÏ ‰ÎÙ‰ ‡È‰Â „¯ÙÒÓ
?‡È¯»Ï ˜ÁˆÈ È·¯ ÏÚ Ì˙ÚÓ÷ .ÌÈÚ»„È ÌÈÏ«„‚ ÌÈ·¯
.ÌÒ¯»ÙÓ‰ ËÒÈÏ·˜‰ !ȇ„ ,ÔÎ :‰È‡Ó
,‡È¯»Ï Ì÷ ÏÚ ˙ÒΉ ˙È·· ¯˜·Ï ÌÎÏ È‡„Î .Ô«Î :÷ȇ‰
.‰˜È˙Ú‰ ¯ÈÚ· ˙«‡ËÓÒ‰ ˙Á‡· ‡ˆÓ÷
?‰Ï·˜· ÔÈÈÚ˙Ó ‰˙‡ :¯ËÈÙ
˙‡Ê Ïη ‰Ê ˙ÙˆÏ È˙«‡ ‡È·‰÷ ‰Ó Ï·‡ ,˜»È„· ‡Ï :÷ȇ‰
.˙È˙»Ó‡‰ ‰Ïȉ˜‰ Ì‚ Ô·»ÓΠ˙„Á»ÈÓ‰ ‰¯È‡‰
*Ô«¯ÈÓ ¯‰ har meron Mount Meron, one of the highest peaks in
the district. Shimon Bar Yochai, the second-century founder of the
Kabbalah, Judaism’s mystical tradition, is thought to have been
buried at its base in Meron.
**˙¯Ή ha’kineret the Kinneret, the Hebrew name for the Sea
of Galilee.
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Vocabulary
‰Ù»˜˙
Էψ
Crusader
tsalban (m.)
(lit. ‘owner of’) importance (ba-al) khashivut (f.) ˙»·È÷Á (ÏÚ·)
(˙)Ȃ˯ËÒ‡
strategic
estrategi(-t, f.)
Ô«ËÏ÷
rule, reign, government
shilton (m.)
(
·
÷
È
)
»
·
÷
ÈÈ˙‰
settled (lit. ‘sat themselves’) hityashvu G4
(‰)È„»‰È
a Jew(ess)
yehudi(-ah, f.)
(Í-Ù-‰) ‰ÎÙ‰
she turned into, became
hafkhah G1
È˙»·¯˙
cultural
tarbuti(-t, f.)
ÈÁ»¯
spiritual
rukhani(-t, f.)
(‰-È-Á) »ÈÈÁ
(they) lived
khayu G1
(ÌÈ)·¯
rabbi(s)
rav (rabanim, m. pl.)
ÌÈÚ»„È
well-known
yadu-a (yedu-ah, f.)
period, time
tkufah (f.)
(-im,-ot)
Kabbalist
in the name of
is situated (lit. ‘is found’)
alley, lane
old, ancient
to be interested in (lit.
‘to interest oneself in’)
ËÒÈÏ·˜
Ì÷ ÏÚ
al shem
(˙‡ˆÓ) ‡ˆÓ
nimtsa (nimtset, f.)
(˙«‡)‰ËÓÒ
simtah (simta-ot, f.)
(‰)˜È˙Ú
atik(-ah,f.)
(Ô-È--Ú) ÔÈÈÚ˙Ó
mit-anien G4
kabalist (m.)
nevertheless
b’khol zot
brought
hevi G3
community
kehilah (f.)
artistic
amanuti(-t, f.)
˙‡Ê Ïη
(‡-Â-·) ‡È·‰
‰Ïȉ˜
(˙)È˙»Ó‡
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Cultural note
Safed is one of Israel’s four Jewish holy cities. In its golden age in
the sixteenth century Jewish mystics who had fled Spain (sfarad
„¯ÙÒ ) settled in Safed where they were able to study and spread
the teachings of the Zohar, the classical text of the Kabbalah
(kabalah ‰Ï·˜ ). It was here too that Joseph Caro also finding
refuge from Spain, wrote his famous ‘Spread Table’, the Shulkhan
Arukh Í»¯Ú ÔÁÏ»÷ , which codified the Jewish laws and is still an
authoritative text for religious Jews around the world today.
Exercise 10
Reread the dialogue and decide which of the three alternatives
complete the sentences correctly:
1 Maya and Peter meet: (a) a tourist (b) a rabbi (c) a resident
of Safed.
2 Safed was of particular strategic importance during: (a) the
Turkish rule (b) the Crusader period (c) in the nineteenth
century.
3 Luria was: (a) an artist (b) a Crusader (c) a famous Kabbalist.
4 Can you say what three things give Safed its special atmosphere?
Exercise 11
Find the phrases in Dialogue 2 which mean
1 ‘worth seeing’
2 ‘in the sixteenth century’
3 ‘at the time of the Turkish rule’
4 ‘a cultural and spiritual centre’
Exercise 12
Highlight the adjectives in Dialogue 2 and write them in two
columns, separating feminine from masculine.
Which of them is the opposite of:
ÌÈÚ»„È ‡Ï ;˙È¯„«Ó ;‰«¯Á‡ ;‰‰Î ;ÌÈ˘
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Language point
Verb Group 4 hitpa-el
ÏÚÙ˙‰
This group expresses a reflexive or reciprocal aspect of the verb’s
action. It is easily recognizable by the prefix ‘hit-’ - ˙‰ attached to
the root letters.
Let’s take the verb ‘to settle’ l’hityashev (·-÷-È) ·÷ÈÈ˙‰Ï .
The present tense
As with Group 3 verbs, to form the present of
drop the initial ‰ and replace with Ó :
ÏÚÙ˙‰ verbs, you
˙«·÷ÈÈ˙Ó ,ÌÈ·÷ÈÈ˙Ó ,˙·÷ÈÈ˙Ó ,·÷ÈÈ˙Ó
mityashev, mityashévet, mityashvim, mityashvot
The past tense
In the past, Group 4 verbs retain the prefix ‘hit’
past tense endings:
»·÷ÈÈ˙‰ »Á‡
hityashávtem Ì˙·÷ÈÈ˙‰ Ì˙‡
hityashávten
Ô˙·÷ÈÈ˙‰ Ô˙‡
hityashvu
»·÷ÈÈ˙‰ (Ô)̉
hityashávnu
-˙‰ and add the
È˙·÷ÈÈ˙‰ È‡
hityashávta ˙·÷ÈÈ˙‰ ‰˙‡
hityashavt
˙·÷ÈÈ˙‰ ˙‡
hityashev
·÷ÈÈ˙‰ ‡»‰
hityashvah ‰·÷ÈÈ˙‰ ‡È‰
hityashávti
NB Roots of some action verbs you have already learnt in Groups
1 and 2 ( ÏÚÙ and ÏÚ ÈÙ ), if conjugated in Group 4 form (as ÏÚÙ˙‰
verbs), change their meaning to show a reflexive action.
Take the Group 1 ( ÏÚÙ) verb ‘to wear’ li’lbosh ( ÷ - · -Ï ) ÷« ·ÏÏ.
When put into Group 4 ÏÚÙ˙‰ form becomes ‘to dress (oneself)’
l’hitlabesh ÷·Ï˙‰Ï.
Example:
The child is wearing a new coat
ha’yeled lovesh me-il khadash
÷„Á ÏÈÚÓ ÷·«Ï „Ïȉ
192
He dressed quickly
hu hitlabesh maher
¯‰Ó ÷·Ï˙‰ ‡»‰
The Group 2 ( ÏÚÈÙ): verb ‘to cook’ le’vashel
becomes ‘to cook itself’ l’hitbashel Ï÷·˙‰Ï :
(Ï-÷-·) Ï÷·Ï
Example:
My grandmother cooks extremely well. When her food is
cooking all the neighbours come to taste it.
savtah sheli mevashélet nehedar. kshe’ha’ókhel shelah mitbashel,
kol ha’shkhenim ba-im li’t-om.
ÌÈÎ÷‰ ÏÎ Ï÷·˙Ó ‰Ï÷ ÏΫ‡‰÷Î .¯„‰ ˙Ï÷·Ó ÈÏ÷ ‡˙·Ò
.Ì«ÚËÏ Ìȇ·
NB Verbs in Group 4 whose root letters begin with the ‘whistling’
letters otiyot shorkot ˙«˜¯«÷ ˙«È˙«‡ such as ÷ , ˆ ,Ò ,Ê cause the
˙ to cross over:
to look at, to watch
l’histakel b…
to get old
l’hizdaken
to try hard
l’hishtadel
to be sorry
l’hitsta-er
(Ï-Î-Ò) ÏÎ˙Ò‰Ï
*(Ô-˜-Ê) Ô˜„ʉÏ
(Ï-„-÷) Ï„˙÷‰Ï
(¯-Ú-ˆ) ¯Úˈ‰Ï*
* Note how the ˙ becomes a „ , which is much easier to pronounce
with Ê ; and that the ˙ becomes Ë after ˆ ; hence ¯Úˈ‰ not
¯Ú˙ˆ‰ .
Practise pronouncing the following examples:
‰¯Úˈ‰
Ì˙Ï„˙÷‰
Ô˙˜„ʉ
Ì˙ÏÎ˙Ò‰
hitsta-arah hishtadáltem hizdakánten histakáltem
È˙ÏÎ˙Ò‰
histakálti
Exercise 13
Fill in the correct form of the verb, from the root given in brackets.
(The translation below will help you choose whether you need the
Group 1 ÏÚÙ or Group 4 ÏÚÙ˙‰ form of the verb and which tense
you should use.)
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Example:
The radio was playing classical music. The music played
throughout the house. ha’radio nigen musikah klasit.
ha’musikah hitnagnah b’khol ha’bayit.
.˙È·‰ Ïη ‰‚˙‰ ‰˜ÈÒ»Ó‰ .˙È҇Ϙ ‰˜ÈÒ»Ó Ô‚È «È„¯‰
.‰È‚«Ï«¯ËÒ‡· (Ô-È--Ú) ‡È‰ 1
ÌÚÙ· (‰-‡-¯) È˙Ó .ÌÈ÷ ‰·¯‰ Í˙«‡ (‰-‡-¯) ‡Ï 2
!(Ô-˜-Ê ˙‡) ‡Ï ÏÏη ?‰«¯Á‡‰
ı¯‡Ï (¯-Ê-Á) ̉ Û«Ò· .Ï”ÂÁ· ÌÈ÷ ‰·¯‰ (¯-»-‚) ̉ 3
.Ú·÷ ¯‡·· (·-÷-È)Â
.¯˜·Ï (‡-«-· ‰˙‡) ÷Î ˙È·· È˙Èȉ ‡Ï÷ (¯-Ú-ˆ) „«‡Ó È‡ 4
.˙ȯ·Ú „«ÓÏÏ (Ï-„-÷) „«‡Ó È‡ 5
1 She is interested in astrology.
2 I haven’t seen you for many years. When did we last see each
other? You haven’t aged!
3 They lived abroad for many years. In the end they came back
to Israel and settled in Be-er-Sheva.
4 I’m very sorry I wasn’t at home when you came to visit.
5 I’m really trying to learn Hebrew.
Reading comprehension
Peter’s letter home ‰˙È·‰ ¯ËÈÙ Ï÷ ·˙ÎÓ‰
Here is Peter’s letter to Caroline and Adam describing his trip so
far. Apart from the kibbutz and Safed, he has visited the Druze
village Daliat-El Karmel and various sites on the coasts of the Sea
of Galilee.
Can you say why the Israelis are worried about the Sea of Galilee,
and where Peter would like to visit with his family next time?
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,Ìȯ˜È‰ Ì„‡Â ÔÈÏ«¯˜
È˙ÚÒ .ÏÈÏ‚· ÌÈÓÈ ‰Ú·¯‡ Ï÷ ¯„‰ ¯»˜È·Ó ·¯Ú‰ È˙¯ÊÁ
Ìȯ«‰‰ Ï÷ ı»·È˜Ï Ì÷Ó ,Ìȉ Û«Á ÏÚ ‰ÙÈ „‡Ó ¯ÈÚ ,‰ÙÈÁÏ
ÔÈÈÚÓ „«‡Ó ¯»˜È·· Ï»Èˉ ˙‡ »ÏÁ˙‰ ,˙·÷‰ ȯÁ‡ .‰È‡Ó Ï÷
‰ÓÎ ÌÚ »¯·È„ .˙ÙˆÏ Í¯„· ’ÏÓ¯Î-χ ˙ÈÏ„‘ ÈÊ»¯„‰ ¯Ùη
̉ .̉Ï÷ ˙„Á»ÈÓ‰ ‰Ïȉ˜‰ ÏÚ ˙ˆ˜ »Ï »¯È·Ò‰÷ ÌÈÊ»¯„
.ÌϻΠ«ÓΠȇ·ˆ ˙»¯È÷· ÌÈ·ÈÈÁ ¯·„ ÏÎÏ ÌÈχ¯◊È ÌÈÁ¯Ê‡
˙«˙Ó Ì÷ È˙È˜Â ˙ȯ»Èˆ „‡Ó ÌÈÓ‡ ¯ÈÚ ,˙ÙˆÏ »ÚÒ Ì÷Ó
– · »¯˜È·Â ˙¯Î ÌÈ Ï÷ È«Ùˆ‰ Û«ÁÏ »Î÷Ó‰ ÍÎ ¯Á‡ .ÌÎÏ»ÎÏ
Ï÷ ÌȄȯ◊‰ ˙‡ »ȇ¯ Ì÷ .(Ì»Á ¯ÙÎ – ˙ȯ·Ú·) Capernaum
.*»÷È ÛÈˉ «·÷ ,˙ÈÚÈ·¯‰ ‰‡Ó‰Ó ÈËÊÈ·‰ ˙ÒΉ ˙È·
˙«ÈÈÚÓ· »ˆÁ¯˙‰Â ,**¯„‚ ˙ÓÁÏ ‰Ó«¯„ »Î÷Ó‰ ÍÎ ¯Á‡
.ÌÈÓÁ‰
‰ÈÈÚ·‰ .‰÷ ÏÎ „¯«È ˙¯η ÌÈÓ‰ ÒÏÙÓ :ÌÈ‚‡«„ ÌÈχ¯◊ȉ
,‰˙È·‰ ‰¯ÊÁ ͯ„· .Ì÷‚ ˜ÈÙÒÓ „¯«È ‡Ï χ¯◊È·÷ ‡È‰ ,Ô·»ÓÎ
˙ÈÈÒÎÏ ÒÎÈ‰Ï »Ï »˙÷ Ìȯˆ« »÷‚Ù .***˙¯ˆ· Ì‚ È˙¯˜È·
.ÌÈȯ‰ˆ ˙˜ÒÙ‰Ï ¯»‚Ò ‰È‰ ¯·Î÷ ˙«¯ÓÏ ****‰¯«◊·‰
„Á‡ Ì«È ¯«ÊÁÏ ‰ÂÂ˜Ó „‡Ó È‡ .˙«‡¯Ï ‰Ó ‰·¯‰ „«Ú ÷È
.*****‰È¯·Ë· Ì‚ ¯˜·Ï ʇ ͫ¯‡ ¯˙«È Ï»ÈË ˙«◊ÚÏ ÌÎ˙ȇ
,ÌÏ»ÎÏ Ì«Ï÷ ˙÷ȯ„
¯ËÈÙ ,˙«˜È÷
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* yeshu »÷È = Jesus
** khamat gader ¯„‚ ˙ÓÁ on the Kinneret’s southern shores has
hot sulphur springs and is close to a crocodile farm
*** natséret ˙¯ ˆ = Nazareth
**** knesiat ha’bsorah = Basilica of the Annunciation
***** tveriyah ‰È¯ ·Ë = Tiberias
Vocabulary
dear
coast
village
Druze
a few, several
they explained
citizen
(to be) obliged
military
picturesque
northern
ruin, remains
Byzantine
southwards
in which
he preached
we washed, bathed
(water) spring
they worry
water level
rain (falls, goes down)
gave, allowed
to go in, enter
church
even though
break, interval
hope(s)
yakar(-ah, f.)
khof (m.)
kfar (m.)
druzi(-t, f.)
kamah
hisbíru G3
ezrakh(-it, f.)
khayav (khayevet, f.)
tsva-i(-t, f.)
tsiyuri(-t, f.)
tsfoni(-t, f.)
sarid (sridim, m. pl.)
bizanti(-t, f.)
darómah
she’bo
hetif G3
hitrakhátsnu G4
ma-ayan (m.)
ma-ayanot (pl.)
do-agim G1
miflas mayim
(yored) geshem (m.)
natnu G1 (irr.)
l’hikanes
knesiyah (f.)
lamrot she’…
hafsakah (f.)
mekaveh G2
(‰)¯˜È
Û«Á
¯ÙÎ
(˙)ÈÊ»¯„
‰ÓÎ
(¯-·-Ò) »¯È·Ò‰
(˙È)Á¯Ê‡
(˙)·ÈÈÁ
(˙)ȇ·ˆ
(˙)ȯ»Èˆ
*È«Ùˆ
„ȯ◊
(˙)ÈËÊÈ·
*‰Ó«¯„
«√÷
(Û-Ë-) ÛÈˉ
(ı-Á-¯) »ˆÁ¯˙‰
(˙«ÈÈÚÓ) ÔÈÈÚÓ
(‚-‡-„) ÌÈ‚‡«„
ÌÈÓ ÒÏÙÓ
Ì÷‚ („¯«È)
(Ô-˙-) »˙
ÒÎȉÏ
‰ÈÈÒÎ
…÷ ˙«¯ÓÏ
‰˜ÒÙ‰
(‰-Â-˜) ‰Â˜Ó
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greetings, regards
drishat shalom
Ì«Ï÷
kiss
neshikah (f.)
* For the points of the compass, see the map below.
˙÷ȯ„
‰˜È÷
Cultural note
There are around 90,000 Israeli Druze who live in a number of
villages in the Carmel and in the Galilee. While playing a full part
in the life of the country, the Druze maintain their own identity
and traditional patriarchal way of life. They speak Arabic but do
not consider themselves Arabs; their religion is an eleventh-century
offshoot of Islam, but they are not Muslims. One of the basic principles of their religion is to have respect for all religions as different
manifestations of God’s single truth. Their religious courts have
legal status and perform marriages and other civil functions for
their community.
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Exercise 14
Look at the map of northern Israel on p. 196. See if you can follow
Peter and Maya’s route from their starting point in the kibbutz.
The information is described in Peter’s letter above.
Language point
Use of conjunctions
Conjunctions join statements together to make single sentences.
Conjunctions such as ‘and’ Â, and ‘but’ Ï·‡ combine two independent statements, while others such as ‘when’ ÷Î/¯÷‡Î or
‘because’ ÈÎ introduce dependent statements or clauses, indicating
the way in which one thought relates to another:
He sings solo. Everyone laughs
ÌȘÁ«ˆ ÌϻΠ.«Ï«Ò ¯÷ ‡»‰
When he sings solo, everyone laughs
ÌȘÁ«ˆ ÌϻΠ,«Ï«Ò ¯÷ ‡»‰ ¯÷‡Î
We have already learnt a number of conjunctions, and you will be
learning more as you begin to express more complicated ideas.
Let’s revise those we have come across so far.
Exercise 15
Join the two statements together with the appropriate conjuntion
from the list below. (Remember that she’ ÷ ‘that’ always attaches
itself to the word it precedes.)
although lamrot she’…
because mipney she’…/ki
…÷ ˙«¯ÓÏ
ÈÎ/…÷ ÈÙÓ
Example:
.ÛÒÎ ‰·¯‰ ‰Ï Ôȇ .‰˙Ó ÈÏ ‰˙˜ ‡È‰
.ÛÒÎ ‰·¯‰ ‰Ï Ôȇ÷ ˙«¯ÓÏ ‰˙Ó ÈÏ ‰˙˜ ‡È‰
She bought me a present even though she hasn’t much money.
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.˜Ï„ ÈÏ Ôȇ
.ÂÈ÷ÎÚ Ú«ÒÏ Ï«ÎÈ ‡Ï È‡ 1
.Ô˙«‡ Ï·˜Ï ÌÈ·‰«‡
.˙«˙Ó ÷˜·Ï ‰ÙÈ ‡Ï ‰Ê 2
.ÈÈÚ· ÔÁ ‰‡ˆÓ ‡Ï ‡È‰
.Û«Ò· ‰ˆÏ»Á‰ ˙‡ È˙È˜ ‡Ï 3
.‰Î»Ó È„Ó ¯˙«È ˙‡
‡Ï ‰Ï‡‰ ÌÈÈÒÎÓ‰ 4
.ÍÏ ÌÈÓȇ˙Ó
ÌÚ-È„»˜È¯ ˙„˜«¯ ‡È‰
.Ú»·÷· ÌÈÈÓÚÙ
.‰Ó÷ ‡Ï ‡È‰ 5
Use the following conjunctions for numbers 6, 7 and 8:
before lifney she’…
after akharey she’…
when ka-asher/kshe’…
…÷ ÈÙÏ
…÷ ȯÁ‡
…÷Î/¯÷‡Î
.˙¯η »Á◊ ̉
.Ì»Á ¯ÙÎÏ »ÚÒ ‰È‡Ó ¯ËÈÙ 6
.ÚÈ‚‰ Ò»·«Ë«‡‰
.Ï»ÈË· »Î÷Ó‰ 7
.ȇ·ˆ‰ ˙»¯÷‰ ˙‡ ¯Ó‚ ‡»‰
.Ï»ÈËÏ ÚÒ «„ÈÚ 8
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11 ÁÏÓ‰ ÌÈÏ Í¯„·
Driving down to
the Dead Sea
In this unit you will learn:
• how things ‘happen’ ( ‰ - ¯ - ˜ )
• about the future tense zman atid „ È ˙ Ú Ô Ó Ê
– how to form it and how to use it
• the future of ‘to be’ ‰ - È - ‰
• something about the weather and driving in Israel
Dialogue 1
A few days later Peter and Maya are on the road again, this
time to the south, to the Dead Sea (in Hebrew ‘The Salt Sea’ – yam
ha’mélakh ÁÏÓ‰ ÌÈ ).
What does Peter want to send home and is the trip a smooth one?
?ÚÈ‚ È˙Ó :¯ËÈÙ
.ÌÈȯ‰ˆ‰ ÈÙÏ ÚÈ‚÷ ˙·÷«Á È‡ ,‰Ú»˙‰ ÈÙÏ :‰È‡Ó
ÌÈ· ıÁ¯˙÷ „Ú ˙«ÎÁÏ Ï«ÎÈ ‡Ï ÷ÓÓ È‡ ,̫ȉ ÌÁ „‡Ó :¯ËÈÙ
.ÁÏÓ‰
ÌÈÚ ‡Ï ‰Ê ?˙«Á◊Ï ÷ÓÓ ¯÷Ù‡ ȇ ÁÏÓ‰ ÌÈ·÷ ˙ÁÎ÷ :‰È‡Ó
ÌÈÓ·÷ ÌÈϯÈÓ‰ ÏÏ‚·, ‰ÊÓ ı»Á .ÌÈÈÈÚÏ ÒÎ ÁÏÓ÷Î
…Á»ÏÓ ÔÓ÷· ıÁ¯˙‰Ï «ÓÎ ˙ˆ˜ ‰Ê
‡¯«˜Â Ûˆ È‡÷Î ‰»Ó˙ ‰ˆ«¯ È‡ .‰ÈÂÂÁ ˙‡Ê÷ Á»Ë· È‡ :¯ËÈÙ
.˙È·· ÈÏ »ÈÓ‡È ‡Ï ˙¯Á‡ .ÌÈÓ· Ô«˙ÈÚ
200
,È«·‡Â È«‡ (after a break). Í˙«‡ Ìψ‡÷ ‰ÁÈË·Ó È‡ :‰È‡Ó
!‰ÈÈÚ· »Ï ÷È
?˙¯ˆÚ ‰ÓÏ ?‰¯˜ ‰Ó :¯ËÈÙ
‡Ï÷ ‰ÚÈˆÓ È‡ .ÌÁ È„Ó ¯˙«È ·Î¯Ï Ì‚÷ ˙·÷«Á È‡ :‰È‡Ó
.ÔÙÏËÏ Í¯Ëˆ‡ È‡ .‰¯ÊÚ ÷˜·÷ ÈÙÏ ÍÈ÷Ó
ÌÈÓ‰ ‰Ùȇ ,˙«˙÷Ï ˙Ó È‡ .„ÈÈ Ô«ÙÏË »Ï ÷È÷ ·«Ë :¯ËÈÙ
?»‡·‰÷
(Peter starts looking for the water on the back seat)
.Ϙϻ˜Ó Ô«ÙÏˉ Ì‚ ,¯ËÈÙ ÔÈÓ‡˙ ‡Ï :‰È‡Ó
,ÍÈ÷Ó ˙‡Ê Ïη ÈÏ»‡ ?‰Ú÷‰ ‰Ó .̫ȉ ÏÊÓ »Ï Ôȇ :¯ËÈÙ
.Ì÷ ËÚÓÎ »Á‡
Vocabulary
traffic
we will arrive
to wait
enters
eye(s)
oil
salty, salted
experience
picture
float
read(s)
otherwise
they will believe
you(m.) will believe
promise(s)
I will photograph
happened
you(f.) stopped
‰Ú»˙
(Ú-‚-) ÚÈ‚
nagiy-a G3
(‰-Î-Á) ˙«ÎÁÏ
le’khakot G2
ÒÎ
nikhnas
ayin (enáyim, f./pl.) (ÌÈÈÈÚ)ÔÈÚ
ÔÓ÷
shémen (m.)
malu-akh (melukhah, f.) (‰)Á»ÏÓ
‰ÈÂÂÁ
khavayah (f.)
‰»Ó˙
tmunah (f.)
(Û-»-ˆ) Ûˆ
tsaf G1
(‡-¯-˜) ‡¯«˜
kore G1
˙¯Á‡
akhéret
(Ô-Ó-‡) »ÈÓ‡È
ya-amínu G3
ÔÈÓ‡˙
ta-amin
mavtikhah G3 (Á-Ë-·) ‰ÁÈË·Ó
(Ì-Ï-ˆ) Ìψ‡
atsalem G2
(‰-¯-˜) ‰¯˜
karah G1
(¯-ˆ-Ú) ˙¯ˆÚ
atsart G1
tnu-ah (f.)
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we will / let’s continue
we will ask, request
help
I will have to, need
is dying, dead
we brought
broken
(Í-÷-Ó) ÍÈ÷Ó
nevakesh G2
(÷-˜-·) ÷˜·
ezrah (f.)
‰¯ÊÚ
etstarekh G4
ͯˈ‡
met(-ah) (irregular)
(‰)˙Ó
hevénu G3
(‡-«-·) »‡·‰
mekulkal (mekulkélet, f.) (˙)Ϙϻ˜Ó
namshikh G3
Language points
‘To happen’
‰-¯-˜
This verb is only used in the third person, masculine and feminine:
‰¯«˜ (‰Ê)
it happened (zeh) karah ‰¯˜ (‰Ê)
it will happen (zeh) yikreh ‰¯˜È (‰Ê)
(it) happens (zeh) koreh
Note the gender sensitivity:
This problem happens every morning, it happened last year
and it will happen again next year.
ha’be-ayah ha’zot koret kol bóker, kartah b’shanah sh’avrah,
v’tikreh shuv gam ba’shanah ha’ba-ah.
·»÷ ‰¯˜˙ ‰¯·Ú÷ ‰÷· ‰˙¯˜ ¯˜«· ÏÎ ˙ȯ«˜ ˙‡Ê‰ ‰ÈÚ·‰
‰‡·‰ ‰÷· Ì‚
And agreement with number:
These things happen/happened to him
ha’dvarim ha’éleh korim/karu lo «Ï »¯˜/Ìȯ«˜
The future tense zman atid
‰Ï‡‰ Ìȯ·„‰
„È˙Ú ÔÓÊ
The future tense is formed by adding prefixes and suffixes to the
root of the verb. These are common to all verb groups, so, once
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they become familiar, you will immediately recognize a verb in the
future.
Here are the key prefix and suffix letters. Notice how they relate
to the personal pronouns (strangely, ‡È‰ in the future always has
the same form as ‰˙‡ ).
…‡
…˙
È…˙
…È
…˙
…
»…˙
»…È
È‡
‰˙‡
˙‡
‡»‰
‡È‰
»Á‡
(Ô)Ì˙‡
(Ô)̉
NB It is not always necessary to use the personal pronouns with
the future tense; Israelis sometimes include them and sometimes
leave them out. However, you would use ‡È‰ to avoid confusion
with ‰˙‡ , and you will hear pronouns
used for emphasis or clarity.
Exercise 1
Go back to Dialogue 1 and see if you can identify all the verbs in
the future. Then write them down together with the related
pronoun. (There are ten instances altogether, two of which appear
twice.)
The first is
ÚÈ‚ (»Á‡)
A note on translating the future
You may have noticed that the future tense in Hebrew is not always
translated with a future tense in English. The two languages use
the tenses slightly differently. The question you need to ask in
order to determine which tense to use in Hebrew is as follows: is
the speaker talking of an action which (a) has been performed, (b)
is currently being performed, or (c) will be performed? If the
answer is (a) you use the past, (b) the present and (c) the future.
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Below are some exercises which should help bring this into focus,
but first let’s have a closer look at how the various verb groups
you have learnt form the future.
Future of Group 4 hitpa-el ÏÚÙ˙‰
(in the text ͯˈ ,ıÁ¯˙ )
The ‰ drops and the prefixes and suffixes are added with the same
vowel pattern as the present (and infinitive):
To wash oneself, bathe l’hitrakhets (ı-Á-¯)ıÁ¯˙‰Ï
ıÁ¯˙ »Á‡
nitrakets
etrakhets
ıÁ¯˙‡ È‡
titrakhatsu »ˆÁ¯˙˙ Ô/Ì˙‡ titrakhtsi ȈÁ¯˙˙ ˙‡ titrakhets ıÁ¯˙˙ ‰˙‡
yitrakhatsu
»ˆÁ¯˙È Ô/̉ titrakhets ıÁ¯˙˙ ‡È‰ yitrakhets ıÁ¯˙È ‡»‰
Future of Group 3 hif-il ÏÈÚÙȉ
(in the text ÔÈÓ‡˙ ,ÍÈ÷Ó ,ÚÈ‚ )
Drop the È‰Ï of the infinitive (or the
add the future prefixes and suffixes:
Ó of the present tense) and
amshikh ÍÈ÷Ó‡ – ÍÈ÷Ó‰Ï ; a-gia ÚÈ‚‡ – ÚÈ‚‰Ï ;
a-amin ÔÈÓ‡‡ – ÔÈÓ‡‰Ï
(Once you know how to start in the first person you can continue
quite easily.)
To continue l’hamshikh (Í-÷-Ó) ÍÈ÷Ó‰Ï
namshikh
ÍÈ÷Ó »Á‡
amshikh
ÍÈ÷Ó‡ È‡
tamshíkhu »ÎÈ÷Ó˙ Ô/Ì˙‡ tamshikhi ÈÎÈ÷Ó˙ ˙‡ tamshikh ÍÈ÷Ó˙ ‰˙‡
yamshíkhu
»ÎÈ÷ÓÈ Ô/̉ tamshikh
ÍÈ÷Ó˙ ‡È‰ yamshikh ÍÈ÷ÓÈ ‡»‰
Future of Group 2 pi-el ÏÚÈÙ
(in the text ÷˜· ,Ìψ ‡ )
As with Group 3, drop the Ï of the infinitive (or the
present tense) and add the future prefixes and suffixes.
atsalem
Ìψ‡ – ÌÏˆÏ ; avakesh ÷˜·‡ – ÷˜·Ï
Ó of the
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To request, ask le’vakesh (÷-˜-·) ˜·Ï
÷˜·‡ È‡
nevakesh
÷˜· »Á‡
tevakshu
»÷˜·˙ Ô/Ì˙‡
tevakshi
È÷˜·˙ ˙‡ tevakesh ÷˜·˙ ‰˙‡
yevakshu
»÷˜·È Ô/̉
tevakesh
÷˜·˙ ‡È‰ yevakesh
avakesh
÷˜·È ‡»‰
NB In colloquial Hebrew, the feminine Ô‰/Ô˙‡ have the same
forms as their masculine counterparts; in formal and Biblical
Hebrew you will find the following forms for both you and they
(fem. pl):
‰ˆÁ¯˙˙ Ô‰/Ô˙‡
‰Ú‚˙ Ô‰/Ô˙‡
‰÷˜·˙ Ô‰/Ô˙‡
aten/hen titrakhétsnah
aten/hen tag-ánah
aten/hen tevakéshnah
Exercise 2
Complete the table:
ԉ/̉
Ô/Ì˙‡ »Á‡ ‡È‰
»‡È·˙
»Ï·˜È
»˜˙˙
»Î¯Ëˆ˙˙
‡»‰
˙‡ ‰˙‡
È‡
‡È·È
‡È·‡ ‡-«-· ‡È·‰Ï
Ï·˜˙
Ï-·-˜ Ï·˜Ï
È˜˙˙
Ô-˜-˙
Ô˜˙Ï
÷·Ï˙È
÷·Ï˙‡ ÷-·-Ï ÷·Ï˙‰Ï
ͯˈ˙
Í-¯-ˆ ͯˈ‰Ï
Exercise 3
How would you say the following (use the prompts in brackets to
help you):
Example:
(»˙«‡ (¯-Î-È)..÷ ‰ÂÂ˜Ó È‡)
»˙«‡ ¯ÈÎÈ ‡»‰÷ ‰ÂÂ˜Ó È‡
(‰-Î-Á..÷ ‰ÂÂ˜Ó ‡È‰)
1 She hopes that he will wait for her.
((Ú-‚-)..÷ ÌÈÂÂ˜Ó »Á‡)
2 We hope that they will get
I hope that he will recognize us
ani mekaveh sh’hu yakir otanu
there before us.
3 She will surely not believe you (m./sing.).
4 I will not ask, but they will probably
offer/suggest help.
(Ô-Ó-‡)
(Ú-ˆ-È ,÷-˜-·)
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Dialogue 2
A few kilometres later, in the middle of nowhere, the car comes to
a complete standstill. What is wrong with it and how do Peter and
Maya solve their problem?
?ÂÈ÷ÎÚ ‰Ó ʇ :‰È‡Ó
.Ì÷‡ ÷È‚¯‡ È‡Â ”ÍÏ È˙¯Ó‡” :È„È‚˙ :¯ËÈÙ
?Ú«Ó· ÏÎ˙Ò˙ ÈÏ»‡ .‰Ó÷‡ È‡ Ì‚ ,¯„Ò· ‰Ê :‰È‡Ó
„È ÏÚ Ì˘ !ȇ¯˙ ,ȉ .˙«È«ÎÓ· ¯·„ ÔÈ·Ó ‡Ï È‡ :¯ËÈÙ
Ô«ÙÏÙ· ¯·„Ó – !Ò ‰Êȇ– ȇ»„· ‰Ú«¯ „Ó«Ú ÌÈ◊·Î‰
?»Ï ¯«ÊÚÈ ‡»‰ ÈÏ»‡ .„ÈÈ
.Á¯«· ‡»‰÷ ÈÙÏ ¯‰Ó ı»¯˙ ,ÔÎ :‰È‡Ó
(Peter runs over to the Bedouin while Maya watches his excited
waving of hands from the car. Eventually Peter returns with a
friendly looking man – and the mobile phone.)
.‰¯ÊÚ ÷˜·Ï »‰÷ÈÓÏ Èψψ˙ ,‰‰ :¯ËÈÙ
.ÚÈˆÈ ‡»‰ ‰Ó ÚÓ÷ ÍÒ»Ó· ‰÷ÓÏ ¯÷˜˙‡÷ ·«Ë ÈΉ :‰È‡Ó
(Maya explains the situation to Moshe.)
χ !ÈȘ «‡ .˙«◊ÚÏ ‰Ó ˜»È„· »Ï „È‚È ‡»‰ ,·È÷˜˙ :‰È‡Ó
,˙ˆ˜ ¯¯˜˙È ·Î¯‰÷ „Ú ‰ÎÁ˙ .Ú«Ó‰ ‰ÒÎÓ ˙‡ Á˙Ù˙
.¯«Ë‡È„¯· ÌÈÓ ÷È Ì‡ ˜«„·˙ ʇÂ
(After waiting, Peter opens bonnet.)
?¯«Ë‡È„¯‰ ˜»È„· ‰Ùȇ
.ÍÏ ‰‡¯‡ È‡ ÛÎÈ˙
ÏÎÈÓ‰ ‰Ê ,¯«Ë‡È„¯‰ ˙‡ »‡ˆÓ ,‰÷Ó «Ï‰ .‰„«˙ ,ÈÙ«È
‰÷˜·· ‰Ê ˙‡ ‡ÏÓ˙ ,¯ËÈÙ !˜È¯ ‰Ê ?Ô«Î ,‰ÒÎÓ‰ ÌÚ
.ÌÁ ‰Ê ÈÎ ,˙»¯È‰Ê· Ï·‡ ÌÈÓ·
¯«Ë‡È„¯‰ .»‰Ê .Ï«„‚ ÌÈÓ ˜»·˜· È˙‡·‰÷ ÏÊÓ ‰Êȇ
.÷„Á »‰÷Ó È˙„ÓÏ ‡ÏÓ
:¯ËÈÙ
:ȇ»„·
:‰È‡Ó
:¯ËÈÙ
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Vocabulary
(„-‚-È) È„È‚˙
„È‚È
(‰)Ì÷‡
guilty
ashem(-ah, f.)
Ú«Ó
engine
mano-a (m.)
(‰-‡-¯) ȇ¯˙
(you (f.)) look!
tir-i G1
(„-Ó-Ú) „Ó«Ú
stand(s)
omed G1
sheep
kéves (m.)
◊·Î
a Bedouin shepherd
ro-eh bedu-i (m.)
ȇ∆»„· ‰Ú«¯
miracle
nes (m.)
Ò
he will help
ya-azor G1
(¯-Ê-Ú) ¯«ÊÚÈ
you(m./sing.) will run
taruts G1
(ı-»-¯) ı»¯˙
run(s) away
boré-akh G1
(Á-¯-·) Á¯«·
someone
míshehu
»‰÷ÈÓ
I will get in touch
etkasher G4
¯÷˜˙‡
(you, m./sing.) listen
takshiv G3
(·-÷-˜) ·È÷˜˙
(don’t) open (you, m./sing.) (al) tiftakh G1 (Á -˙ -Ù ) Á˙Ù˙ (χ )
cover
mikhseh (m.)
‰ÒÎÓ
(he, it) will cool down
yitkarer G4
¯¯˜˙È
(you, m./sing.) will check, tivdok G1
(˜-„-·) ˜«„·˙
you (f.) will say, tell
he will say, tell
tagidi G3
yagid
examine
just a moment, immediately tékhev
container, tank
meykhal (m.)
empty
reyk(-ah, f.)
(you, m./sing.) will fill
temale G2
with care, carefully
bi’zhirut
ÛÎ˙
ÏÎÈÓ
(‰)˜È¯
(‡-Ï-Ó) ‡ÏÓ˙
˙»¯È‰Ê·
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Language points
Future of Group 1
ÏÚÙ
Unusually, the future tense of Group 1 is less straightforward than
the other groups. While the root additions are regular, the vowel
patterns can vary, and we recommend checking the verb glossary
at the back of the book when using new verbs.
In the tables below are common patterns for the future tense of
Group 1 ÏÚÙ verbs, the most common being ef-ol Ï«ÚÙ‡ and ef-al
ÏÚÙ‡ .
The ef-ol Ï«ÚÙ‡ pattern
To check, examine li’vdok (˜-„-·) ˜«„·Ï
nivdok
˜«„· »Á‡
tivdeku
»˜„·˙ ®Â©Ì˙‡
tivdeki
yivdeku
»˜„·È ®Â©Ì‰
tivdok
evdok
˜«„·‡ È‡
Ș„·˙ ˙‡
tivdok
˜«„·˙ ‰˙‡
˜«„·˙ ‡È‰
yivdok
˜«„·È ‡»‰
Here are some other verbs we have learnt which follow this pattern.
We have given the first person singular (‘I’) since it indicates most
clearly which pattern to follow:
·«˙· ,¯«Îʇ ,÷«‚Ù‡ ,¯«Ó‚‡ ,¯«‚Ò‡ ,¯«Ó÷‡ ,¯«ÊÁ‡
ekhzor, eshmor, esgor, egmor, efgosh, ezkor, ekhtov
I will: return, keep, shut, finish, meet, remember, write
NB Some verbs in the ef-ol pattern need a ‘helping hand’ to ease
pronunciation, which slightly upsets the vowel pattern. (Sometimes,
saying the infinitive aloud helps to find the future tense vowel
pattern.) Look at the verb ‘to help’ la’azor ¯«ÊÚÏ , also in the efol group:
e-ezor
¯«ÊÚ‡ ta-azor ¯«ÊÚ˙ ya-azor ¯«ÊÚÈ
˙«◊ÚÏ becomes
e-eseh, ta-aseh, ya-asu »◊ÚÈ ,‰◊Ú˙ ,‰◊Ú‡
On the other hand, ‘to do’ la-asot
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The ef-al ÏÚÙ‡ pattern
To hear li’shmo-a (Ú-Ó-÷) Ú«Ó÷Ï
nishma
ÚÓ÷ »Á‡
tishme-u
»ÚÓ÷˙ (Ô)Ì˙‡
yishme-u
»ÚÓ÷È (Ô)̉
eshma
ÚÓ÷‡ È‡
tishme-i
ÈÚÓ÷˙ ˙‡
tishma ÚÓ÷˙ ‰˙‡
tishma
ÚÓ÷˙ ‡È‰
yishma
ÚÓ÷È ‡»‰
Other verbs in this group you have learnt:
ÁÏ÷‡ ,ÁÎ÷‡ ,ÚÓ÷‡ ,˜„ˆ‡ ,„Óχ ,Ï„‚‡
egdal, elmad, etsdak, eshma, eshskah, eshlakh
I will: grow, learn, be right, hear, forget, send
NB Verbs whose middle root letter is one of the gutturals
Ú ,Á ,‰ ,‡ also fall into the ef-al rather than the ef-ol group; e.g.
to ask li’sh-ol Ï«‡÷Ï
.....nish-al χ÷ »Á‡, esh-al χ÷‡ È‡ (Ï-‡-÷)
Deviations
As we are constantly seeing, ‘problem’ root letters often upset
vowel patterns. Below are some common deviations, based on the
position of the problem letter within the root. Remember that ÏÚÙ
is the template for root letters, Ù signifying the first root letter, Ú
the second and Ï the third root letter; e.g. ‘to eat’ le’ekhol
(Ï-Î-‡) Ï«Î‡Ï is a ‡”Ù verb, ‘to want’ li’rtsot (‰-ˆ-¯) ˙«ˆ¯Ï is
a ‰”Ï verb, etc.
First letter of root
First letter of root
‡
(ohav)
(okhal)
·‰«‡ ·-‰-‡
ÏΫ‡ Ï-Î-‡
‡”Ù
(etse)
(ered)
(elekh)
‡ˆ‡ ‡-ˆ-È
„¯‡ „-¯-È
Íχ Í-Ï-‰
È”Ù
‰ ,È
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Middle root letter
Last letter
È ,Â
(akum)
(asim)
(avo)
Ì»˜‡ Ì-»-˜
ÌÈ◊‡ Ì-È-˘
‡«·‡ ‡-«-·
”Ú
(er-eh)
(ertseh)
(eftakh)
‰‡¯‡ ‰-‡-¯
‰ˆ¯‡ ‰-ˆ-¯
Á˙Ù‡ Á-˙-Ù
‰”Ï
Á ,‰
NB These rules are complicated to remember – but don’t let them
stop you speaking! It is good to know them, but you will still be
able to use the language and make yourself understood if your
vowels are not completely correct…
‘To say’ l’emor
l’hagid „ È ‚ ‰ Ï
¯«Ó‡Ï
and ‘to tell’
‘To say’ (¯ -Ó-‡ ) ¯« Ó‡Ï is a Group 1 verb which conjugates as
follows in the future:
»¯Ó‡È ,»¯Ó‡˙ ,¯Ó‡ ,¯Ó‡˙ ,¯Ó‡È ,ȯӇ˙ ,¯Ó‡˙ ,¯Ó«‡
omar, tomar, tomri, yomar, tomar, nomar, tomru, yomru
However, far more common in colloquial Hebrew is the use of the
verb („-‚-) „È‚‰Ï to express the future:
I will say what I think ani agid mah she’ani khoshev
·÷«Á È‡÷ ‰Ó „È‚‡ È‡
„È‚‰Ï is no longer used in the present or the past in modern
Hebrew although you will find it in the Bible. Here is how it is
conjugated in the future:
»„È‚È ,»„È‚˙ ,„È‚ ,„È‚˙ ,„È‚È ,È„È‚˙ ,„È‚˙ ,„È‚‡
agid, tagid, tagídi, yagid, tagid, nagid, tagídu, yagídu
In other words just remember:
omer, amar, but yagid!
!„È‚È ,¯Ó‡ ,¯Ó«‡ ‡»‰
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Exercise 4
How do you say:
1 They (m.) will hear.
2 He will remember.
3 We will come.
4 You (f./sing.) will say.
5 You (m./pl.) will learn.
The use of the future tense
You have seen many verbs in the future in the last couple of
dialogues; let’s now draw the main uses together:
1 The future tense is of course used to talk about the future, when
you intend (mitkaven ÔÂÎ˙Ó ), hope (mekaveh ‰ÂÂ˜Ó ), or when
it is possible (yekhol l’hiyot she’… …÷ ˙«È‰Ï Ï«ÎÈ ) that you
might do something:
I hope she’ll say something funny ani mekaveh she’hi tagid
˜ÈÁˆÓ »‰÷Ó „È‚˙ ‡È‰÷ ‰Â˜Ó
ma’sh’hu matskhik
È‡
However, in Hebrew as in English, you would very naturally
often use the present:
Tomorrow I’ll get up early makhar akum mukdam
Ì„˜»Ó Ì»˜‡ ¯ÁÓ
Tomorrow I am getting up early makhar ani kam mukdam
Ì„˜»Ó ̘ È‡ ¯ÁÓ
2 The future is also used in conditional statements: im…
(az)… …(ʇ) …̇:
If you write, (then) I will send the letter im tikhtov, (az) ani
eshlakh et ha’mikhtav ·˙ÎÓ‰ ˙‡ ÁÏ÷‡ È‡ (ʇ) ·«˙Î˙ ̇
NB Notice how Hebrew uses the future tense for both parts of
the sentence, while English often only uses the future in the
second half.
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3 And to make a request or issue a command. Instead of using
the imperative form, colloquial Hebrew very often makes a
suggestion or issues a command using the future tense:
Turn left at the corner tifni smólah ba’pinah
‰ÈÙ· ‰Ï‡Ó◊ ÈÙ˙
Take the book, I don’t need it tikakh et ha’séfer, ani lo
«˙«‡ Íȯˆ ‡Ï È‡,¯ÙÒ‰ ˙‡
tsarikh oto
Á˜˙
NB Note that to make a negative request or command ‘al’
precedes the verb instead of ‡Ï :
χ
Don’t ask him, he’s very busy al tish-al oto, hu me-od asuk
˜»ÒÚ „«‡Ó ‡∆»‰,«˙«‡ χ÷˙ χ
Exercise 5
Make sentences using phrases from each of the columns:
˜Á◊Ï
ÚÓ÷È ‡Ï
*¯«Ó‚˙÷Î 1
Ô‚Ó «È„¯‰ ÈÎ
ÍÏ˙
‡»‰ 2
‡·‰ ÷„«Á· ¯»˜È·Ï
„ÓÏ˙
̉ 3
«Ï÷ ˙„Ï»‰‰ Ì«ÈÏ ‰˙Ó
¯«Îʇ
˙‡ 4
Ì‰Ï ·«˙· È‡
»‡«·È ‡Ï
È‡÷Î 5
ÌÈÈÙ‡ ÏÚ ·«Î¯Ï
«Ï ÈÁÏ÷˙
*Ï„‚˙÷Î 6
* strictly speaking kshe’ ÷Î ‘when’ is used with the past tense:
likhshe’ …÷ÎÏ is the correct form of ‘when’ to use when speaking
about the future.
Now read the sentences you have formed, and translate them into
English. Change them by replacing the pronouns in the first column
with those in the list on p. 212. You will also need to adjust the
rest of the sentence.
212
Example:
.˜Á◊Ï »ÎÏÈ Ì‰ »¯Ó‚È Ì‰÷Î (̉) - ˜Á◊Ï ÍÏ˙ ¯«Ó‚˙÷Î 1
kshe’hem yigmeru, hem yelkhu le’sakhek
When they (will) finish, they will go off to play.
Ì˙‡ 6
˙‡ 5
‡»‰ 4
È‡ 3
»Á‡ 2
Exercise 6
What patience! Eytan and Liyat are going away. Eytan is such a
nervous traveller, he feels compelled to check that Liyat has made
all the necessary (and possibly unnecessary) arrangements. Rather
than getting upset, Liyat promises to get everything done. Insert
the correct form of the verbs in brackets to complete the dialogue.
New vocabulary
to feed
cat
to leave
airport
to take out
rubbish
(Ï-Î-‡) ÏÈ·‰Ï
khatul (m.)
Ï»˙Á
l’hash-ir G3
(¯-‡-÷) ¯È‡÷‰Ï
sdeh ha’te-ufah (m.)
‰Ù»Ú˙‰ ‰„◊
l’hotsi G3
(‡-ˆ-È) ‡Èˆ«‰Ï
ashpah (f.)
‰Ù÷‡
l’ha-akhil G3
?‰ÚÈÒÏ ‰Î»Ó ˙‡
.¯˙«È «‡ ˙«ÁÙ
?Ï»˙Á‰ ˙‡ ÏÈ·‰Ï ÌÈÎ÷‰Ó ˙÷˜È·
.Ú‚¯ „«Ú· (÷-˜-·) È‡ Ï·‡ ,‡Ï
?Ìȯ«‰Ï Ô«ÏÓ‰ Ï÷ Ô«ÙÏˉ ¯ÙÒÓ ˙‡ ˙¯‡÷‰
.¯Á»‡Ó ¯˙«È Ì˙ȇ (¯-·-„) È‡ Ï·‡ ,‡Ï „«Ú
?˜·Ï ·˙ÎÓ‰ ˙‡ ˙ÁÏ÷
.‰Ù»Ú˙‰ ‰„◊Ï Í¯„· ¯˜«·· ¯ÁÓ «˙«‡ (Á-Ï-÷) È‡ Ï·‡ ‡Ï
?¯¯˜Ó‰ ˙‡ ˙ȘÈ
.(Ï-Î-‡)÷ ȯÁ‡ (‰-˜-) È‡ Ï·‡ ,‡Ï
-
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?‰Ù÷‡‰ ˙‡ ˙‡ˆ«‰ .(‡-ˆ-È/»Á‡)÷ ÈÙÏ ˙«◊ÚÏ (Í-¯-ˆ) ‰˙‡ ‰Ê ˙‡ ,‡Ï Exercise 7
Matters of the heart: an experienced bachelor gives some tips to
his less experienced friend. How does he say:
1 Ring her at least once a day.
2 Invite her to popular restaurants.
3 Ask her to go out with you.
4 Bring her flowers.
5 Buy her expensive presents.
6 Tell her she is beautiful and charming.
7 Tell her you will always love her.
Now switch roles, and answer as his friend:
“I am sure that if I do all this, she will ask me to meet her parents.
I only want to go out with her….”
Exercise 8
Many a wise word… Can you read these wise words of advice –
whether you follow them or not is up to you!
Ú„˙ ‡Ï - χ÷˙ ‡Ï ̇ 1
Ï·˜˙ ‡Ï ÷˜·˙ ‡Ï ̇ 2
„ÓÏ˙ - ·È÷˜˙ ̇ 3
Ï·˙ ‡Ï „«·Ú˙ ‡Ï ̇ 4
Dialogue 3
Peter and Maya are on their way again and have turned on the
radio. What are they listening to, and what does it prompt them to
discuss?
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·¯· Í÷ÓÈÈ ·¯÷‰ :ÌÈ·«¯˜‰ ÌÈÓÈÏ ¯È‡‰ ‚ÊÓ ˙ÈÊÁ˙
‰„È¯È ‰È»Ùˆ Ú»·÷‰ Û«Ò ˙‡¯˜Ï .ı¯‡‰ ȯ«Ê‡
ÁÏÓ‰ ÌÈ ¯«Êȇ· ..…¯ÁÓÏ ˙«¯»Ë¯ÙÓˉ .˙«¯»Ë¯ÙÓË·
.Ì«È· 35º „Ú ‰ÏÈÏ· Ò»ÈÒψ 23º ÔÈ·
‰Ï«Ú ‰Ù Ì«Á‰ .ÌÁ ¯˙«È „«Ú ‰ÈÈ‰È ¯ÁÓ .È˙·÷Á÷ «ÓÎ
.ÌÈÚ‚»÷Ó «ÓÎ ÌÈÚÒ« ÌÈχ¯÷ȉ÷ ‡ÏÙ ‡Ï .ÌÈ·ˆÚ‰ ÏÚ
.«Ë«‡· ¯È‡ ‚»ÊÈÓ ÍÏ ÷È÷ ·«Ë
ÏÎ :˜«Á ÷È Ì«È‰ ʇ ÌÈί„ ˙«»‡˙ Ô«Ó‰ »Ï »È‰ ,ÔÎ
.¯È‡ ‚»ÊÈÓ· ·ÈÈÁ ·Î¯
?Û¯«Á· ‰ÙÈ ¯˙«È ÌÈ‚‰˙Ó ÌÈ‚‰‰
˙«ÎÒ ÷È ÈÎ ˙»¯È‰Ê· Ú«ÒÏ Íȯˆ Ì‚ Û¯«Á· !ȇÂω
ÌÈ„¯«È÷Î ˙««ÙË÷ ÌÈÓÚÙÏ ÷È ·‚· ‰Ù Ï÷ÓÏ .˙«¯Á‡
.ÌÈ„·Î ÌÈÓ÷‚
.»Èψ‡ «ÓÎ ÔÓʉ ÏÎ Ì÷‚ ÌÎÏ „¯«È ‡Ï ˙«ÁÙÏ
:ÔÈȯ˜
:‰È‡Ó
:¯ËÈÙ
:‰È‡Ó
:¯ËÈÙ
:‰È‡Ó
:¯ËÈÙ
Vocabulary
announcer, broadcaster
karayan(-it,f.)
forecast
takhzit (f.)
hot dry weather
sharav (f.)
will be continuing
yimashekh
region
eyzor (m.)
expected
tsafuy (tsfuyah,f.)
descent, drop
yeridah (f.)
between
beyn
degrees
Celsius
ma-alot
tselsius
he/it will be
yihiyeh
heat
khom (m.)
nerve
atsav (atsabim,m.)
mad
meshuga(-t,f.)
air conditioning
mizug avir (m.)
many
hamon (adverb)
(˙)ÔÈȯ˜
˙ÈÊÁ˙
·¯÷
Í÷ÓÈÈ
¯«Êȇ
(‰)Ȼو
‰„ȯÈ
ÔÈ·
˙«ÏÚÓº
Ò»ÈÒψ
‰ÈȉÈ
Ì«Á
·ˆÚ
(˙)Ú‚»÷Ó
¯È‡ ‚»ÊÈÓ
Ô«Ó‰
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4211
‰»‡˙
ÌÈί„ ˙«»‡˙
˜«Á
(‚-‰-) ‚‰˙Ó
accident
road accidents
te-unah (f.)
te-unot drakhim
law
khok (m.)
behave(s), conduct(s)
himself
mitnaheg G4
I wish! if only!
halevay
for example
l’mashal
danger
sakanah (f.)
flood, downpour
shitafon (shitfonot, m.)
heavy
kaved (kvedah, f.)
at least
l’fakhot
with/at us (in our home,
country, etc.)
etsléynu
(etsel + anákhnu)
!ȇÂω
Ï÷ÓÏ
‰ÎÒ
(‰«)Ô«ÙËÈ÷
(‰)„·Î
˙«ÁÙÏ
»Èψ‡
Language points
The future tense of ‘to be’
(‰-È-‰) ˙«È‰Ï
nihyeh ‰Èȉ »Á‡
»È‰˙ (Ô)Ì˙‡
yihyu »È‰È *(Ô)̉
tihyu
‰Èȉ‡ È‡
tihyeh ‰Èȉ˙ ‰˙‡
yihyeh ‰ÈÈ‰È ‡»‰
ehyeh
Èȉ˙ ˙‡
tihyeh ‰Èȉ˙ ‡È‰
tihyi
* The formal form of the future for they (f.) is tihyénah ‰ÈȉÈ˙ .
Colloquial Hebrew, however, allows the use of the masculine form
»È‰È.
Just like the past tense of ‘to be’ ˙«È‰Ï , the future is used to
express both the impersonal ‘there will be’ and the possessive ‘will
have’:
One day there will be peace yom ekhad yihiyeh shalom
Ì«Ï÷ ‰ÈÈ‰È „Á‡ Ì«È
Next month I will have more time ba’khódesh ha’ba yihyeh li
ÔÓÊ ¯˙«È ÈÏ ‰ÈÈ‰È ‡·‰ ÷„«Á·
yoter zman
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It is also used as an auxiliary:
You’ll have to drive carefully
tihiyeh mukhrakh li’nhog bi’zhirut
˙»¯È‰Ê· ‚«‰Ï Á¯Î»Ó ‰Èȉ˙
The weather
The weather is much less of a talking
point in Israel than it is in England
since it is much more stable. However,
the climate over the year is as varied as
is the country’s geography; in the
winter you could spend a day in the
snow on Mount Hermon or even in
Jerusalem and then go swimming the
next day in Eilat on the Red Sea.
Here are a few common expressions
and ways of describing the weather.
New vocabulary
ÔÚ
Ô»ÚÓ ‰ÈȉÈ
cloudy
me-unan
Ì»÷‚ ‰ÈȉÈ
rainy
gashum
‚Ï÷ „¯È
snow
shéleg (m.)
‰‡ ¯È‡ ‚ÊÓ ‰ÈȉÈ
pleasant weather
mézeg avir na-eh
comfortable, high,
temperatúrot nokhot, ,˙«Á« ˙«¯»Ë¯ÙÓˉ
˙«Î»Ó ,˙«‰«·‚
low temperature(s)
gvohot, nemukhot
Ϙ Ì÷‚ „¯È
light rain
géshem kal
ÛË«÷ Ì÷‚ „¯È
heavy rain, downpour géshem shotef
Á»¯
wind
rú-akh (f.)
‰˜ÊÁ Á»¯ ‰Èȉ˙
a strong, west wind
rú-akh khazakah
‚ÊÓ ‰ÈȉÈ/·¯÷
hot dry weather
sharav/mézeg
È·¯÷ ¯È‡
avir shravi
÷·È ‰ÈȉÈ
dry
yavesh
cloud(s)
anan (m.)
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1111 heat wave
ÔÈÒÓÁ ‰ÈȉÈ
khamsin
2
(from the desert)
3
˙»ÁÏ ‰Èȉ˙
high/low humidity
lakhut (f.)
4
‰Î»Ó/‰‰«·‚
gvohah/nemukhah
5
÷Ó÷ ‰Èȉ˙
sun/will be sunny
shémesh b’sh-ot
6
¯
˜
«·‰ ˙«Ú÷·
during
the
morning
ha’bóker
7
8
Exercise 9
9
10
What is the weather forecast for the following places:
11
12
…· ¯ÁÓ ?¯È‡‰ ‚ÊÓ ‰ÈÈ‰È ‰Ó
13
14
·È·‡-Ï˙
È„ÈÒ
˜¯«È »È
«È˜«Ë
Ô«„«Ï
sunny, high
strong winds
heavy rain
fair but low
cloud with
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humidity 28ºC mild temperature
23ºC
temp, 12ºC
rain, 17ºC
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Exercise 10
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Match the activity to the weather
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Example: ·6
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Ô»ÚÓ 1
‰˜È˙Ú‰ «ÙÈ Ï÷ ˙«‡ËÓÒ· Ï»ÈË ‡
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Û
Ë
«
÷
Ì÷‚ 2
˙«ÈÁ‰ Ô‚· ¯»˜È· ·
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25
‰‰«·‚ ˙»ÁÏ 3
÷„Á‰ Ô«È˜· ˙«ÈÈ˜ ˙«◊ÚÏ ‚
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È·¯÷ 4
(Promenade) ˙ Ï È È Ë ‰ Ï Ú ‰ Ù ˜ ˙ È · · ‰ · È ÷ È „
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‚Ï÷ 5
¯È‡ ‚»ÊÈÓ ÌÚ Ô«‡Èʻӷ ¯»˜È· ‰
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÷
Ó÷ 6
ÌÈ· ‰ÈÈÁ◊ Â
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Ìȉ Û«Á ÏÚ ‰ˆÈ¯ Ê ˙«‰«·‚ ˙«¯»Ë¯ÙÓË 7
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‰ÙÈ ¯È‡ ‚ÊÓ 8
’‰·Ï’‰ ÌÈÏ÷»¯ÈÏ ‰ÚÈÒ Á
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Exercise 11
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Now that you’ve finished exercise 10 and checked your answers,
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join the correct activity and weather together to make complete
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sentences, using ‘if’ ̇ and the future tense (the ‘verbal’ nouns
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describing the activity will tell you which verbs to use).
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Example: 6·
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40
If it’s sunny (lit. ‘there will be sun’) we will take a trip to the zoo
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im tihyeh shémesh, netayel b’gan ha’khayot
4211
˙«ÈÁ‰ Ô‚· ÏÈÈË ÷Ó÷ ‰Èȉ˙ ̇ 6
12 ‰‡Ù¯Ó·
At the doctor’s
In this unit you will learn:
•
•
•
•
•
•
•
to read signs ‡ Ï / ‡  + infinitive; mutar/asur ¯ » Ò ‡ / ¯ ˙ » Ó
the imperative tsivuy È » Â Â ˆ
how to say what’s wrong with you
parts of the body
verbs – Group 5 (nif-al Ï Ú Ù  )
more prepositions È Ó ˆ Ú · , È „ · Ï , È  Ó Ó , È Ï È · ÷ · , È „ È Ï
an old joke
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Dialogue 1
The next morning, we find Peter at the doctor’s surgery (clinic –
mirpa-ah (f.) ‰‡Ù¯Ó ). Why is the patient next to him so unhappy?
What is wrong with Peter?
!ÌÈ·ÏÎÏ ‰ÒÈÎ Ôȇ ?ËÏ÷‰ ˙‡ ‰‡«¯ ‡Ï ‰˙‡ ,È«„‡ :˙«Á‡
‰Êȇ ȇ¯˙ !ÔÎÒÓ ?·ÏΉ ÌÚ ‰◊Ú‡ È‡÷ ‰ˆ«¯ ˙‡ ‰Ó :‰Ï«Á
˙«È‰Ï ·‰«‡ ‡Ï ‡»‰ .‰Ù «˙«‡ ¯È‡÷‰Ï ÈÏ È˙ .Ș ·ÏÎ
.˙È·· «„·Ï
.ÍÏ ¯«ÊÚÈ ‡Ï ‰Ê ÷˜·Ï ˜ÈÒÙ˙ ,È«„‡ ˙¯ÚËˆÓ È‡ :˙«Á‡
«˙«‡ ¯«÷˜ ÂÈ÷ÎÚ .¯ËÈÒ È·È· ·ÏÎÏ ‡ˆÓ ,‰‡·‰ ÌÚÙ·
.ı»Á· ‰÷˜··
.ı»Á· ÌÁ ?˙«ÈÁÏ ÷‚¯ ÍÏ Ôȇ :‰Ï«Á
‡ÏÓ ?Ôȯ‚ ¯ËÈÙ (to Peter) !ψ· ·÷È÷ ÍÏ÷ ·ÏÎÏ „È‚˙ :˙«Á‡
.‡Ù«¯Ï ÒÎ ‰˙‡÷ ÈÙÏ Ò٫ˉ ˙‡ ‰÷˜··
Peter goes in to see the doctor.
÷‡¯ ·‡Î ÈÏ ÷È .·«Ë ÷È‚¯Ó ‡Ï ˙Ó‡· È‡ ,¯«Ë˜«„
.‰ÏÈÁ· ÈÏ ÷È ÔË·‰ ÈÏ ˙·‡«Î ,·¯Ú· Ï«Ó˙‡Ó
:¯ËÈÙ
·÷«Á È‡÷ ˙«¯ÓÏ ,Í˙«‡ ˜«„·‡Â ‰ËÈÓ‰ ÏÚ ‰ÏÚ ‡«·
÷Ó÷· ̫ȉ ÏÎ ˙‡ ˙ÈÏÈ· .ÍÏ ‰¯˜ ‰Ó ÷ÁÏ ¯÷Ù‡÷
?Ï«Ó˙‡
:‡Ù«¯
‰È‰ ‰Ê Ï·‡ ÁÏÓ‰ ÌÈ· È˙ˆÁ¯˙‰ ÌÓ‡ .‡Ï ‡˜Â„
.‰˜ÊÁ ˙«ÁÙ ÷Ó÷‰÷Î ÌÈȯ‰ˆ‰ ȯÁ‡
:¯ËÈÙ
.˜ÈÙÒÓ ˙È˙÷ Ì‚ ̇ ‡È‰ ‰Ï‡÷‰Â Ì«ÁÏ ÏÈ‚¯ ‡Ï ‰˙‡
:‡Ù«¯
Ì˙«‡ È˙Ó◊ ,ÌÈÓ‰ ˙‡ ˙«˙÷Ï Ì«˜Ó· ,Ô«Î ?˙Ú„È Íȇ
…«Ë«‡‰ Ï÷ ¯«Ë‡È„¯·
:¯ËÈÙ
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Vocabulary
nurse (sister)
akhot (f.)
patient (noun)
ill (adjective)
kholeh (kholah, f.)
sign
shélet (m.)
dog
poor thing, wretched
clean
on his own
next time
tie! (you, m./sing.)
outside
feeling; emotion
shade, shadow(s)
form
enter
pain, ache
head
it hurts me
stomach, belly
nausea
bed
to guess
(to be) used (to)
instead of
˙«Á‡
‰Ï«Á
ËÏ÷
kélev (klavim, m.)
·ÏÎ
misken(-ah, f.)
(‰)ÔÎÒÓ
naki (nekiyah, f.)
(‰)Ș
levado (levad + hu)
«„·Ï
ba’pá-am ha’ba-ah
‰‡·‰ ÌÚÙ·
kshor
(¯-÷-˜) ¯«÷˜
ba’khuts
ı»Á·
régesh (ragashot, m.)
(˙«)÷‚¯
tsel (tslalim, m.)
(ÌÈÏψ) ψ
tófes (tfasim, m.)
ÒÙ«Ë
nikhnas
ÒÎ
ke-ev (m.)
·‡Î
rosh (m.)
÷‡¯
ko-ev li
ÈÏ ·‡«Î
béten (f.)
ÔË·
bekhilah (f.)
‰ÏÈÁ·
mitah (f.)
‰ËÈÓ
l’nakhesh G2 ÏÚÈÙ
(÷-Á-) ÷ÁÏ
ragil (regilah, f.) + l’… …Ï+ (‰)ÏÈ‚¯
bimkom
Ì«˜Ó·
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Cultural note
You can identify a doctor’s
clinic or a hospital by the red
Star of David magen david
Ì«„‡ „„ Ô‚Ó (the
adom
equivalent of the Red Cross)
which you’ll also see on ambulances. A clinic will probably
also have a sign saying kupat
kholim ÌÈÏ«Á ˙Ù»˜ which is
Israel’s version of the British
National Health Service. Rather
than saying they are going to the
clinic or doctor’s surgery,
Israelis often simply say they
are going to the ÌÈÏ«Á ˙Ù»˜ .
Language points
Sign language
Modern life seems to demand signs everywhere – asking you to do
something or more often than not, not to do something. Requests
on signs, and in more formal speech, occasionally use the imperative (see below) or future form, but more often use the infinitive
of the verb preceded by ‘please’ nah ‡ for positive requests or
‘(there is) No’ eyn Ôȇ for prohibitions. Ôȇ can also simply be
followed by a noun:
No exit eyn yetsi-ah
‰‡ÈˆÈ Ôȇ
Don’t walk on the grass eyn li’drokh al ha’déshe
‡÷„‰ ÏÚ Í«¯„Ï Ôȇ
Please sit down nah lashévet
˙·÷Ï ‡
Mutar ¯˙»Ó and asur ¯»Ò‡
If you want to know if something is permitted you would ask, ‘Is
it allowed’? ¯˙»Ó or ‘Am I (you, he, etc.) allowed’?
(…«Ï ,ÍÏ) ÈÏ ¯˙»Ó [+ the infinitive]. And if the answer is ‘no’,
222
you will receive the reply lo, asur (lekha, lo…) [+ infinitive]
(«Ï ,ÍÏ) ¯»Ò‡ ,‡Ï : no, it’s forbidden (to you, him, etc.), you (he,
etc.) is are not allowed…
¯»Ò‡ is also often used on signs: Look for the ‘no smoking’ sign
in the drawing of the doctor’s waiting room before Dialogue 1 –
Ô÷ÚÏ ¯»Ò‡ .
Exercise 1
Match the signs with their English equivalents.
a.
b.
c.
d.
e.
Stop!
Don’t lean out of the window
No litter
Danger
No parking
Exercise 2
Can you work out what these notices say?
˘÷‰ ÏÚ ¯«Ó÷Ï ‡
‰ÚÈÒ‰ ˙Ú÷· ‚‰‰ ÌÚ ¯·„Ï Ôȇ
‰ÓÈÙ ÒÎÈ‰Ï ‡
?Ò»·«Ë«‡‰ Í«˙· »‰÷Ó ˙ÁÎ÷ !„«ÓÚ
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The imperative
The imperative in Hebrew has three forms: you (sing. m.+f.) and
you (pl.). It is formed by removing the ˙ prefix of the future tense,
but keeping the suffixes. Here are some examples to give you practice. (Notice the usual slight vowel changes to accommodate ease
of pronunciation.)
NB The imperative is not used for negative commands. These are
formed with the future tense (see p. 211).
a. Group 1 ÏÚÙ
»˙
È˙
Ô˙
(˙˙Ï) Ô-˙-
tnu
(you, m.f./pl.)
tni
(you, f./sing.)
ten
(you, m./sing.)
(to give la’tet)
These verbs follow the same pattern; say them aloud in all three
forms:
(take!) …Á˜
(sit!)
…·÷ (go out!) …‡ˆ
Check your answers: you’ll find all three forms with transliterations for these and the following groups in the key to exercises at
the back.
»¯÷˜
ȯ÷˜
¯«÷˜ (¯«÷˜Ï) ¯-÷-˜
kishru
kishri
kshor (to tie li’kshor)
Practise more verbs in the same
ÏÚÙ group:
.…¯«Ó÷ ,·«˙Î
As you can see, once you’ve established the principle it is not
difficult:
to run
to get up
to move
»ˆ»¯ ,Ȉ»¯ ,ı»¯ (ı-»-¯) ı»¯Ï
… Ì»˜.… Ì»˜Ï
…Ê»Ê..…Ê»ÊÏ
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b. Group 2 ÏÚÈÙ
(¯-Ù-Ò) ¯ÙÒÏ
»¯ÙÒ ,ȯÙÒ ,¯ÙÒ
to tell, relate le’saper
saper, sapri, sapru
Your turn: to arrange
¯„ÒÏ ; to hurry ¯‰ÓÏ
c. Group 3 ÏÈÚÙ‰
(Ï-ˆ-) ÏȈ‰Ï
»ÏȈ‰ ,ÈÏȈ‰ ,ψ‰
to save, rescue l’hatsil
hatsel, hatsíli, hatsilu
Your turn: to listen l’hakshiv
·È˘˜‰Ï
d. Group 4 ÏÚÙ˙‰
to wake up l’hit-orer
hit-orer, hit-oreri, hit-oreru
(¯-»-Ú) ¯¯«Ú˙‰Ï
»¯¯«Ú˙‰ ,ȯ¯«Ú˙‰ ,¯¯«Ú˙‰
To be ashamed, embarrassed is also in this group:
l’hitbayesh (÷-Â-·) ÷ÈÈ·˙‰Ï
How would you tell her to be ashamed of herself, to get
dressed and get out of the room…?
Exercise 3
Go back to Dialogue 2 of the previous unit. Here are the requests
made in the future tense, which can be changed to the imperative
form. Can you put them in the imperative? Here is the first:
ÏÎ˙Ò‰ - ÏÎ˙Ò˙
˜«„·˙ ;‰ÎÁ˙ ;Á˙Ù˙ ;·È÷˜˙ ;Èψψ˙ ;ı»¯˙ ;ȇ¯˙
tistakel – histakel
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Let’s go!
If you want to include everyone – a very common way of making
suggestions in Hebrew – you use the imperative of ‡-«-· (in the
form for the person/people you are addressing) together with the
‘we’ of the future tense:
»‡«· ,ȇ«· ,‡«·
Let’s go to a restaurant:
(To a girl)
‰„ÚÒÓÏ ÍÏ ȇ«·
(To a group of people)
‰„ÚÒÓÏ ÍÏ »‡«·
Exercise 4
How would you say:
1 Let’s (f./sing.) go to the cinema.
2 Let’s (m./sing.) see what’s in the fridge.
3 Let’s (pl.) have (lit. ‘make’) a party (mesibah
‰·ÈÒÓ ).
4 Let’s (f./sing.) order a pizza.
5 Let’s (pl.) ask that man.
6 Let’s (m./sing.) hope that they will listen to us
·-÷-˜ ,‰-Â-˜ »‡«· .
‘It hurts me’
ÈÏ ·‡«Î
– parts of the body
To hurt li’kh-ov (·-‡-Î) ·«‡ÎÏ is only used in the third person
(sing. and plural, masc. and fem.), in other words this Group 1 ÏÚÙ
verb is used in the impersonal form. To make it personal you add
Ï + pronoun endings:
What hurts you? mah ko-ev lekha?
?ÍÏ ·‡«Î ‰Ó
My head hurts me, my left eye hurts me, and my teeth hurt me.
ha’rosh ko-ev li, ha’áyin ha’smalit ko-évet li, v’ha’shináyim koavot li
,ÈÏ ˙·‡«Î ˙ÈχÓ◊‰ ÔÈÚ‰ ,ÈÏ ·‡«Î ÷‡¯‰
.ÈÏ ˙«·‡«Î ÌÈÈÈ÷‰Â
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Yesterday my back also hurt. I hope it won’t hurt me
tomorrow. etmol gam ha’gav ka-av li. ani mekaveh she’hu lo
yikhhav li makhar. ‡»‰÷ ‰ÂÂ˜Ó È‡ .ÈÏ ·‡ Î · ‚‰ Ì ‚ Ï«Ó˙‡
.¯ÁÓ ÈÏ ·‡ÎÈ ‡Ï
You can also use the noun ‘pain’ ke-ev (m.)
word of a word pair:
I have a tummy ache yesh li ke-ev beten
·‡Î as the first
ÔË· ·‡Î ÈÏ ÷È
Û»‚
÷‡¯
head rosh (m.)
·‚
back gav(m.)
(ÌÈÈ)„È
hand(s) yad (-áyim) (f.)
(˙«)Ú·ˆ‡
finger étsba (m.)
leg(s)/foot (feet) regel(-áyim) (f.) (ÌÈÈ)Ï‚¯
(ÌÈÈÈÚ) ÔÈÚ
eye(s) áyin (eynáyim f.)
Û‡
nose af (m.)
(ÌÈÈʇ) ÔÊ«‡
ear(s) ozen (oznáyim, f.)
Ô«¯‚
throat garon(m.)
tooth/teeth shen (shináyim, f.) (ÌÈÈÈ÷) Ô÷
‰Ù
mouth peh (m.)
body guf (m.)
I’m bleeding from… yored li dam mi’…
blood dam(m.)
…‰ ÈÏ ·‡«Î
˙·‡«Î
ÌÈ·‡«Î
˙«·‡«Î
·‡Î ÈÏ ÷È
..Ó Ì„ ÈÏ „¯«È
Ì„
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4211
Exercise 5
Comprehension: what exactly do these patients want?
New vocabulary
¯˜ÈÚ‰
(‰)Û»Á„
dakhuf (dkhufah, f.)
Ì«Á
khom (m.)
metsunan (metsunénet, f.) (˙)Ô»ˆÓ
˙ÏÚ˙÷Ó
mishta-elet G4 ÏÚÙ˙‰
˙ÚÙ÷
shapa-at (f.)
‰Ó ÏÈ·÷·
bishvil mah
the main thing, essence ha’ikar (m.)
urgent
fever
[to have] a cold
cough(s) (verb)
flu
what for
.‡Ù«¯Ï ¯«˙ Íȯˆ È‡ –
?ÌÈÈÈ÷ ‡Ù«¯ ?ÌÈÈÈÚ ‡Ù«¯ ?Íȯˆ ‰˙‡ ‡Ù«¯ ‰Êȇ –
?Ô«¯‚-ÔÊ«‡-Û‡ ?„Ù«˙¯«‡ ?ÌÈ„ÏÈ ‡Ù«¯
!·«Ë ‡Ù«¯ ‰ÈȉÈ÷ ¯˜ÈÚ‰ !·»÷Á ‡Ï –
!Û»Á„ ‰Ê ,Í˙«‡ ˙«‡¯Ï ‰Á¯Î»Ó È‡ ,¯«Ë˜«„
?ÍÏ ·‡«Î ‰Ó
È‡ ,Ì«„‡ ÈÏ÷ Ô«¯‚‰ ,˙»ˆÓ È‡ ,Ì«Á ÈÏ ÷È,÷‡¯‰ ÈÏ ·‡«Î
.˙ÚÙ÷ ÈÏ ÷È ,Û»‚‰ ÏÎ ÈÏ ·‡«Î .ÔÓʉ ÏÎ ˙ÏÚ˙÷Ó
?È˙«‡ ‰Îȯˆ ˙‡ ‰Ó ÏÈ·÷· ÍÏ ÷È ‰Ó ˙Ú„«È ˙‡ ̇ ʇ
.Ú„˙ ‰˙‡ Ì‚÷ È˙Ȉ¯
–
–
–
–
–
Exercise 6
Which of the following suggestions is sound advice to give to a
patient with the flu?
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New vocabulary
thermometer
madkhom (m.)
to sleep
li’shon G1
tablet
kadour (m.)
against
néged
ÏÚÙ (irr.)
Ì«Á„Ó
Ô«÷ÈÏ
¯»„Î
„‚
Ì«Á‰ ˙‡ „ȯ«‰Ï È„Î ÔȯÈÙÒ‡ Á˜ 1
÷Ó÷· ˙ˆ˜ ·÷ 2
ÔÈÈ ‰·¯‰ ‰˙÷˙ 3
Ì«Á„Ó‰ ˙‡ Ï·˙ 4
‰‚‰ ̯˜ ÌÈ◊˙ χ 5
¯˙«È ˙ˆ˜ Ô÷È˙ 6
‰˙ «‡ ÌÈÓ ‰·¯‰ ‰˙÷˙ 7
Ì«È· ÌÈÓÚÙ ÷÷ ÷‡¯ ·‡Î „‚ ¯»„Î Á˜ 8
Exercise 7
You’re in a bad way: you have to call the doctor
‡Ù«¯Ï ‡¯˜Ï
atah tsarikh li’kro l’rofe
Íȯˆ ‰˙‡
Tell the doctor that
1 you have eaten something (bad) and you have a stomach ache;
2 you fell on the stairs (G1
Ï-Ù- ) and your right leg hurts;
3 you’ve got an ear ache;
4 you must go to a dentist – it’s urgent;
5 your finger is bleeding.
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Dialogue 2
Peter is resting in his room after his morning’s outing to the doctor,
when there is knock at the door. How is Peter? He was so looking
forward to visiting one of the Dead Sea beauty therapy products
factories. Does he still want to go?
.ÒÎÈ‰Ï ¯÷Ù‡ ?‰È‡Ó ?‰Ê ÈÓ
ÏÚ ·÷‡ È‡ .‰ËÈÓ‰Ó Ê»Ê˙ χ ?÷È‚¯Ó ‰˙‡ Íȇ ,ȉ
?¯Ó‡ ‡Ù«¯‰ ‰Ó .Í„ÈÏ ‡ÒÈΉ
ʇ ˜ÈÙÒÓ ˙«˙÷Ï ¯«Îʇ Ì‚ ̇ ‰ÈÈÁ‡ È‡÷ ¯Ó‡ ‡»‰
.·»÷ ÈÏ ‰¯˜È ‡Ï ‰Ê
ȯÁ‡ .˜ÈÙÒÓ È˙¯‰Ê ‡Ï .ÍÈÏÚ ¯«Ó÷Ï ‰Îȯˆ È˙Èȉ
.Èχ¯◊ȉ ıÈ˜Ï ÏÈ‚¯ ‡Ï ‰˙‡ ÏΉ
ÔÂÂÎ˙Ó ‡Ï Ì‚ È‡ .¯„Ò· ˙Ó‡· È‡ ,È‚‡„˙ χ
È˙÷‚Ù ‡Ï „«Ú÷ ÈÁÎ÷˙ χ .̫ȉ ÏÎ ‰ËÈÓ· ¯‡÷ȉÏ
.Ú·¯‡· »Ï ‰ÎÁÓ ‡»‰Â ÏÚÙÓ‰Ó Ì»Ï· ¯Ó ÌÚ
÷‚ÙÈ‰Ï ‡«·È÷ »ÓÓ ÷˜·Ï ‰Ùˆ»Á ˙‡Ê÷ ·÷«Á ‰˙‡
?Ô«ÏÓ· Í˙ȇ
˙ÎÏÏ ·«Ë ¯˙«È ‰ÈÈ‰È ÈÏÈ·÷· ,‰¯˜Ó Ïη !ËÏÁ‰·
.ÏÚÙÓ‰ ˙‡ ˙«‡¯Ï ‰ˆ«¯ Ì‚ È‡ ÈÎ ÂÈχ
!‰¯È‰Ó ‰ÓÏÁ‰ .˙»Ï˜· ¯˙ÂÂÓ ‡Ï ‰˙‡÷ ‰‡«¯ È‡
.ȈÁ ÷«Ï÷· ˙«‡¯˙‰Ï ʇ ,‰„«˙
:¯ËÈÙ
:‰È‡Ó
:¯ËÈÙ
:‰È‡Ó
:¯ËÈÙ
:‰È‡Ó
:¯ËÈÙ
:‰È‡Ó
:¯ËÈÙ
Vocabulary
ÏÚÙ
to enter
l’hikanes G5
next to you
l’yadkha (l’yad + atah)
I was careful
I have met
ÏÚÙ
mitkaven G4 ÏÚÙ˙‰
l’hisha-er G5 ÏÚÙ
nivgáshti G5 ÏÚÙ
impertinence, cheek
khutspah (f.)
from him
miménu (mi’ + hu)
intend(s)
to stay
niz-hárti G5
ÒÎȉÏ
*Í„ÈÏ
(¯-‰-Ê) È˙¯‰Ê
(Ô-Â-Î) ÔÂÂÎ˙Ó
¯‡÷ȉÏ
È˙÷‚Ù
‰Ùˆ»Á
*»ÓÓ
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absolutely, certainly
b’hekhlet
in any event
b’khol mikreh
for me
bishvili (bishvil + ani)
to him
elav (el + hu)
give(s) up
mevater G2
easily, with ease
b’kalut
a speedy recovery!
hakhlamah mehirah
ÏÚÈÙ
ËÏÁ‰·
‰¯˜Ó Ïη
*ÈÏÈ·÷·
*ÂÈχ
¯˙ÂÂÓ
˙»Ï˜·
!‰¯È‰Ó ‰ÓÏÁ‰
* l’yad „ÈÏ (next to), mi’…/min ÔÓ/…Ó (from), bishvil ÏÈ·÷· (for)
and el χ (to) all take pronoun endings. Look in the Prepositions
chart at the back of the book for the full declension.
Language points
Verb Group 5 nif-al ÏÚÙ
‘He saw me. I was seen.’ ‘Saw’ is the verb ‘to see’ in an active
voice; ‘was seen’ is in the passive. Essentially Group 5 Ï ÚÙ verbs
are the passive form of Group 1 ÏÚÙ verbs.
Example:
(¯-·-÷) ¯«·÷Ï
(¯-·-÷) ¯·÷ȉÏ
to break li’shbor
to be broken l’hishaver
Notice the characteristic infinitive: l’hi-a-e.
Not all Group 5 have corresponding Group 1 verbs (these may
have disappeared over time) but you may find them sharing a root
with verbs in other groups.
Example:
to leave l’hash-ir G3
to be left, to stay l’hisha-er G5
I left the dog at home
ÏÈÚÙ‰ (¯-‡-˘) ¯È‡÷‰Ï
ÏÚÙ (¯-‡-˘) ¯‡÷ȉÏ
˙È·· ·ÏΉ ˙‡ È˙¯‡÷‰
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4211
He always stays at home to guard the house
˙È·‰ ÏÚ ¯«Ó÷Ï ¯‡÷ „ÈÓ˙ ‡»‰
ÏÚÙ form:
‰Î»Á ˙·ÈÒÓ· «˙«‡ È˙÷‚Ù :(ÏÚÙ) ÷-‚-Ù ÷«‚ÙÏ
Sometimes you can detect a reflexive aspect to the
I met him at the Hanukah party
ÌÈ÷ ¯◊Ú ÈÙÏ ‰Î»Á ˙·ÈÒÓ· »÷‚Ù :(ÏÚÙ) ÷-‚-Ù ÷‚ÙȉÏ
We were met / we met [each other] at the Hanukah party ten
years ago
Many common ÏÚÙ verbs have simple active meanings when
translated into English. Here is a conjugation model for this group:
Root Ò--Î Infinitive To enter l’hikanes
knisah ‰ÒÈÎ
ÒÎÈ‰Ï entrance
The present tense
nikhnas, nikhneset, nikhnasim, nikhnasot
˙«ÒÎ ,ÌÈÒÎ ,˙ÒÎ ,ÒÎ
The past tense
nikhnásnu
»ÒÎ »Á‡
nikhnásti È˙ÒÎ È‡
nikhnastem(n) Ì˙ÒÎ Ô/Ì˙‡ nikhnast
nikhnesu
˙ÒÎ ˙‡ nikhnásta ˙ÒÎ ‰˙‡
»ÒÎ Ô/̉ nikhnesah ‰ÒÎ ‡È‰ nikhnas
NB The present and past tenses both add the prefix
ÒÎ ‡»‰
.
The future tense
nikanes *ÒÎ »Á‡
ekanes
Ò· È‡
tikansu »ÒÎ˙ Ô/Ì˙‡
tikansi ÈÒÎ˙ ˙‡
tikanes ÒÎÈ˙ ‰˙‡
»ÒÎÈ Ô/̉
tikanes ÒÎ˙ ‡È‰
yikanes
yikansu
ÒÎÈÈ ‡»‰
*NB The future drops the  prefix of the present and the past,
and uses the future tense prefixes and suffixes common to all verb
groups. The  here denotes ‘we’. The context will tell you whether
ÒÎ is nikanes ‘we will enter’, or nikhnas – either ‘he enters’ or
‘he entered’.
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Exercise 8
Practise forming the ÏÚÙ pattern with the verbs in brackets (use
the model above to help you). The verbs will already be familiar
to you in other forms or groups (binyanim ÌÈÈÈ · ). Note that the
first two are in the past tense, the last three in the future.
?(¯-‡-÷) Ì«„‡‰ ÔÈȉ ÏÎ ,‰Ó
(‰-˙-÷) Էω ÔÈȉ ÏÎ Ï·‡ ,ÔÎ
.(¯-Ó-‚) ‰Ï˜‰ ‰ÈÈ˙÷‰Â
?‰÷È‚Ù· (¯-Ó-‡) ‰Ó
.Û«Ò‰ „Ú (¯-‡-÷) ‡Ï ;Ú„«È ‡Ï È‡
.ÍÏ (Á-Ï-Ò) ÏΉ ;‚‡„˙ χ
?(¯-Ó-‚) ˯҉ È˙Ó
!(˜-Ï-„) ˙«¯«‡‰÷Î
.‰·»÷˙ ÍÏ Ô˙È ʇ (˜-„-·) ˙«Úˆ‰‰ ÏÎ
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Exercise 9
Shlomit and Hanan, both old movie buffs, have picked out a sentimental Western from their archives for the evening’s entertainment. This is the scene they both fall for most.
Cover the translation and read the story through to see if you
can understand the gist of it with the help of the new vocabulary.
Then put the verbs in the correct form (you can always refer to
the verb glossary at the back of the book if you need some extra
help). When you’ve finished you can check that you’ve have been
reading correctly with the transliteration in the key.
New vocabulary
‡Óˆ
white
lavan (levanah, f.)
(‰)Ô·Ï
nevertheless
b’khol zot
˙‡Ê Ïη
to approach, go near l’hitkarev G4 ÏÚÙ˙‰ (·-¯-˜) ·¯˜˙‰Ï
grateful
asir(-at, f.) todah
‰„«˙ (˙)¯ÈÒ‡
he nodded
heni-a G3 ÏÚÙȉ
(Ú-»-) ÚÈ‰
thirsty
tsame(-ah, f.)
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4211
be frightened
l’hibahel
spill, be poured out l’hishafekh
ÏÚÙ
G5 ÏÚÙ
G5
Ï-‰-· ω·È‰Ï
Í-Ù-÷ ÍÙ÷ȉÏ
(Ò--Î – ÏÚÙ) Ò»Ò‰ ÏÚ·Â ¯ˆÁ· ıÚÏ (¯-÷-˜ – ÏÚÙ) Էω Ò»Ò‰
.·«¯˜‰ ˙È·Ï
‡Ï ÷Ó÷· („-Ó-Ú – ÏÚÙ) ..÷ һ҉ ÌÁ Ì«È (‰-È-‰ – ÏÚÙ) ‰Ê
(‰È‰ – ÏÚÙ) Ò»Ò‰÷ (Ú-„-È – ÏÚÙ) ‰„Ïȉ .ÌÈÓ (Ï-·-˜ – ÏÚÈÙ)
.ÂÈÏÚ (Ì-Á-¯ – ÏÚÈÙ) ‡È‰ .‡Óˆ
‡È‰Â Ò»Ò ÏÚ (·-Î-¯ – ÏÚÙ) ‡Ï ÌÚÙ Û‡ ‡È‰÷ ˙«¯ÓÏ
.«Ï ¯«ÊÚÏ ˙‡Ê Ïη (Ë-Ï-Á – ÏÈÚÙ‰) ‡È‰ ,»ÓÓ („-Á-Ù – ÏÚÙ)
Ò»ÒÏ (‡-«-· – ÏÈÚÙ‰)Â È„Ó ¯˙«È ·¯˜˙‰Ï ‡Ï (¯-‰-Ê – ÏÚÙ) ‡È‰
˙‡ ÚÈ‰Â ,‰˘‰ ‰„ÏÈÏ ‰„«˙ ¯ÈÒ‡ ‰È‰ Ò»Ò‰ .˙»¯È‰Ê· ÌÈÓ
.(Í-Ù-÷ – ÏÚÙ) ÌÈÓ‰ ÏΠ(Ï-‰-· – ÏÚÙ) ‰„Ïȉ .‰ÁÓ◊· ÷‡¯‰
The white horse was tied to the tree in the courtyard and the
horse’s owner went into the house nearby. It was a hot day and
the horse standing (lit. ‘which stood’) in the sun had not been given
(lit. ‘received’) any water. The girl knew that the horse was thirsty.
She took pity on him. Even though she had never ridden a horse
and she was afraid of him, she nevertheless decided to help him.
She took care not to get too close, and carefully brought the horse
some water. The horse was grateful to the little girl, and nodded
his head in joy. The girl was frightened and all the water was spilt.
Expressing regret
‰Îȯˆ È˙Èȉ
In the dialogue above, Maya tells Peter she should have looked
after (lit. ‘guarded’) him: ”ÍÈÏÚ ¯«Ó÷Ï ‰Îȯˆ È˙Èȉ“ . You have
already learnt (p. 185) that hayiti tsrikhah ‰Îȯˆ È˙Èȉ is the past
tense of ‰Îȯˆ ‘I needed/had to’. Here we see that it can also
mean ‘I should have’. The context will make clear which is meant.
Example:
They should have known that they would not come back on
time hem hayu tsrikhim la’da-at she’hem lo yakhzeru ba’zman
ÔÓÊ· »¯ÊÁÈ ‡Ï ̉÷ ˙Ú„Ï ÌÈÎȯˆ »È‰ ̉
234
Exercise 10
Which of the following sentences correspond to the Hebrew
versions below?
1 Between you and me you are talking nonsense.
2 Don’t speak for him, he can speak for himself.
3 It’s no good for man to be on his own (Hebrew expression).
4 We never have anything good enough here for you.
5 One never mentions Middle Eastern politics at their place.
6 Whoever sits next to the plate, eats. So it’s worth your sitting
next to it.
7 I don’t care if the money comes from him, from her, or from
you - as long as you bring it tomorrow.
.Ô«ÎÈ˙‰ Á¯ÊÓ‰ Ï÷ ‰˜ÈËÈÏ«Ù‰ ˙‡ ÌȯÈÎÊÓ ‡Ï Ìψ‡ ‡
.«„·Ï Ì„‡‰ ˙«È‰Ï ·«Ë ‡Ï ·
.˙«È»Ë÷ ¯·„Ó ‰˙‡ - ÍÈ·Â ÈÈ· ‚
.‰„ÈÏ ·÷˙÷ ȇ„Πʇ .ÏΫ‡ ˙Áψ‰ „ÈÏ ·÷«È÷ ÈÓ „
.«ÓˆÚ· ¯·„Ï Ú„«È ‡«‰ - «Ó«˜Ó· ¯·„˙ χ ‰
,‰ÓÓ ,»ÓÓ ÛÒΉ ˙‡ ÌÈ‡È·Ó Ì˙‡ ̇ ÈÏ ˙Ù· ‡Ï Â
.¯ÁÓ ‰Ê ˙‡ »‡È·˙÷ ¯˜ÈÚ‰ – ÌÎÓ «‡
.ÌÎÏÈ·÷· ·«Ë ˜ÈÙÒÓ »‰÷Ó »ψ‡ Ôȇ ÌÚÙ Û‡ Ê
Dialogue 3
The conversation continues. Maya tries to cheer Peter up with a
joke. Can you tell it in English, without looking at the translation
in the key and keeping as closely to the Hebrew as possible?
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?·Ú¯ ‡Ï ‰˙‡ ?ȈÁ ÷«Ï÷· ˜¯ ‰ÓÏ :‰È‡Ó
.‡Óˆ ˜¯ È‡ .̫ȉ Ô«·‡È˙ ÈÏ Ôȇ
:¯ËÈÙ
‰ÁÙ÷Ó .Ô«·‡È˙ ÍÏ ‰◊ÚÈ ‰Ê ÈÏ»‡ ,‰ÁÈ„· ÍÏ ¯ÙÒ‡ È‡ :‰È‡Ó
.˜¯Ó ˙Áψ ‰÷È‡Ï ÷È‚Ó ¯ˆÏÓ‰ .‰„ÚÒÓ· ˙·÷«È
.¯ˆÏÓÏ ‡¯«˜ ‡»‰Â ÏÚ·‰ χ ˙ÏÎ˙ÒÓ ‰÷ȇ‰
.˜¯Ó‰Ó ÌÚË˙÷ ˙÷˜·Ó È˙÷‡ :ÏÚ·‰
?Ì«‡˙Ù ‰Ó :¯ˆÏÓ
.‰‡¯˙ ÌÚË˙ :ÏÚ·‰
‡Ï ,È„Ó Á»ÏÓ ‡»‰ ?˜¯Ó‰ ÌÚ ¯„Ò· ‡Ï ‰Ó :¯ˆÏÓ
?ÌÁ ˜ÈÙÒÓ
.ÌÚË˙÷ ˙÷˜·Ó ‡È‰ ,¯„Ò· ‡Ï ‰Ó ·»÷Á ‡Ï :ÏÚ·‰
?‰Ó «‡ ˜¯Ó· ·»·Ê ÷È ?ÈÓÓ ‰ˆ«¯ ‰˙‡ ‰Ó :¯ˆÏÓ
.ÍÓˆÚ· ‰‡¯˙ ÌÚË˙ ,˙«Ï‡÷ χ÷˙ χ : ÏÚ·‰
‡Ï ‰Ó ÈÏ „È‚˙ ‡Ï÷ ‰ÓÏ ;È«„‡ Ï·»˜Ó ‡Ï ‰Ê Ï·‡ :¯ˆÏÓ
?˜¯Ó‰ ÌÚ ¯„Ò·
.¯·Î ÌÚË˙ ?‰÷Ó ‰Ê ‰Ó :ÏÚ·‰
?ÛΉ ‰Ùȇ .ÈȘ «‡ …˙÷˜Ú˙Ó ˙¯·‚‰ ̇ ,·«Ë :¯ˆÏÓ
…!‰‰ ,‰‡ :„ÁÈ ‰÷ȇ‰Â ÏÚ·‰
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Vocabulary
cutlery
Ì"»ÎÒ
sakum (m.)
(sakin, kaf u’mazleg) (‚ÏÊÓÂ ,ÛÎ ,ÔÈÎÒ)
hungry
ra-ev (re-evah, f.)
appetite
te-avon (m.)
joke
bdikhah (f.)
serve(s)
magish
taste! (you, m.)
ÏÈÚÙ‰
tit-am ÏÚÙ
what do you mean?
(lit. ‘what suddenly?’)
mah pit-om?
fly
zvuv (m.)
for yourself
b’atsmekha
acceptable,
well received
mekubal
(mekubélet, f.)
what difference does
mah zeh meshaneh?
it make? (lit. ‘what does
it change?’)
insist(s)
mit-akéshet
spoon
kaf (f.)
ÏÚÙ˙‰
(‰) ·Ú¯
Ô«·‡È˙
‰ÁÈ„·
(÷-‚-) ÷È‚Ó
(Ì-Ú-Ë) ÌÚË˙
?Ì«‡˙Ù ‰Ó
·»·Ê
*ÍÓˆÚ·
(˙)Ï·»˜Ó
?‰÷Ó ‰Ê ‰Ó
(÷-˜-Ú) ˙÷˜Ú˙Ó
ÛÎ
*See Prepositions chart on page 348 for full declension.
Exercise 11
What do you say when?
Circle the appropriate phrases for the following situations.
New vocabulary
to success!
b’hatslakhah
renew yourself!
titkhadesh
it doesn’t bother me
lo ekhpat li
ÏÚÙ˙‰
!‰Áψ‰·
(÷-„-Á) ÷„Á˙˙
ÈÏ ˙Ù· ‡Ï
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1 When you meet someone you know in the street:
‡·‰ Í»¯· ?ÍÏ Ìȇ¯«˜ Íȇ ?ÚÓ÷ ‰Ó ;¯·Î ÍÏ
2 When a friend has a birthday:
˙˜„ʉ ;¯ÚËˆÓ È‡ ;‰‡ÏÓ ‰ÓÏÁ‰ ;·«Ë ÏÊÓ
3 When someone sneezes:
˙»‡È¯·Ï ?‡Ù«¯Ï ‡¯˜‡÷ ‰ˆ«¯ ‰˙‡ ?Ô»ˆÓ ‰˙‡ ;‰Áψ‰·
4 When your friend is wearing something new:
?‰ÏÚ ‰Ê ‰ÓÎ ;ÁÓ◊ ‚Á ;(È)÷„Á˙˙ ;ÍÏ Ìȇ˙Ó ‡Ï ‰Ê
5 When someone tells you bad news:
·«Ë ‰ÈÈ‰È ;‰÷Ó ‰Ê ‰Ó ;Ú«Ó÷Ï ¯ÚËˆÓ È‡ ;‚‡„˙ χ
6 When a friend has just passed their driving test:
„«·Î‰ ÏÎ ;ÈÏ ˙Ù· ‡Ï ?Ì«‡˙Ù ‰Ó
13 ÷„«˜‰ ¯ÈÚ ÌÈÏ÷»¯È
Jerusalem the
holy city
In this unit you will learn:
•
•
•
•
•
•
•
•
many things: harbeh ‰ · ¯ ‰ hamon Ô « Ó ‰
how to form adjectives from verbs
colours, moods and emotions
expressing how you feel (adjective + Ï )
how to form adverbs (noun + · )
the question marker ha-im Ì ‡ ‰
something about Jerusalem
Biblical verses
Dialogue 1
Peter has been wandering around an old bookshop in Jerusalem
and on his way out has a short conversation with the bookshop
owner. What aspects of the city do they talk about? What in particular has caught Peter’s eye?
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?¯ÁÓ ¯«ÊÁ‡ ÈÏ»‡ .„·Î ¯ÙÒ ‰Ê
:¯ËÈÙ
¯»‚Ò Èψ‡ ,È˙„ È„»‰È È‡ !Ì«‡˙Ù ‰Ó ,È«„‡ ‡Ï :˙»Á‰ ÏÚ·
?Ô«Î ,‰ÙÓ ‡Ï ‰˙‡ .˙·÷·
.‰ÈÏ‚‡Ó È‡ .Ô«Î
:¯ËÈÙ
?Ô«Î ,Ô«÷‡¯ Ì«È· ÌÈ„·«Ú ‡Ï ÌÎψ‡ :˙»Á‰ ÏÚ·
·«¯ ̫ȉ Ï·‡ .‰ÎÎ ‰È‰ ‰Ê ÌÚÙ .Ì«˜Ó Ïη ‡Ï
¯÷ه ڻ·˜ ‰Á»Ó Ì«È ÏÚ Ìȯӫ÷ ‡Ï ÌÈ÷‡‰
.ÔÓʉ ÏÎ ˙«Á»˙Ù ˙«È»Á ‡«ˆÓÏ
:¯ËÈÙ
Ì«È ÏÚ Ìȯӫ÷ ÌÈÓÏÒ»Ó‰ .˙¯Á‡ ‚»‰ »ψ‡ :˙»Á‰ ÏÚ·
Ìȯ˜·Ó ,Ô·»ÓÎ ,Ìȯˆ«‰ .‰Á»Ó Ì«ÈÎ È÷È÷‰
‰·¯‰ ‡ˆÓ˙ ‡Ï ˙·÷·Â .Ô«÷‡¯ Ì«È· ‰ÈÈÒη
¯ÈÚ ˙‡Ê .ÌÈÈÓ‡Ó ‰·¯‰ Ìȯ‚ ‰Ù .ÌÈÁ»˙Ù ˙«Ó«˜Ó
«ÓÎ ,˙«ÈËÒȇ˙««Ó‰ ˙«˙„‰ ÏÎÏ ˙«ÁÙÏ ‰÷«„˜
.̇ÏÒ‡‰Â ˙»¯ˆ‰ ,˙»„‰È‰
;˙«·«Á¯· ÌÈ«÷ ˙„ È÷‡ Ìȇ«¯÷ ·Ï È˙Ó◊ ˙Ó‡·
.Ô·Ï ¯«Á÷· ÌÈ÷»·Ï ÌÏ»Î
:¯ËÈÙ
Ï·‡ .˙»ÚÈˆ· ÌÈ÷·Ï˙Ó ÏÏΠͯ„· ˙„ È÷‡ ,ÔÎ :˙»Á‰ ÏÚ·
?Ô·Ï ¯«Á÷· ÌÈÏ÷»¯È ÏÚ ·«÷ÁÏ ¯÷Ù‡ Í˙Ú„ ÈÙÏ
?ÔÂÂÎ˙Ó ‰˙‡ ‰ÓÏ
:¯ËÈÙ
ÈÏÚ· ÌÈ÷‡÷ ‰‡¯Ó ÌÈÏ÷»¯È Ï÷ ‰È¯«ËÒȉ‰ Ë»÷Ù :˙»Á‰ ÏÚ·
¯«‡· ,Ì‰Ï ‰÷«„˜‰ ¯ÈÚ‰ ˙‡ Ìȇ«¯ ˙««÷ ˙«»Ó‡
.‰«÷
Ï÷ ¯È÷· «ÓÎ ·‰Ê Ï÷ ¯ÈÚÎ ÌÈÏ÷»¯È ˙‡ ‰‡«¯ È‡
Ï÷ ˙÷«Á Ï÷ ·‰Ê Ï÷ ÌÈÏ÷»¯È” :¯Ó÷ ÈÓÚ
”.…¯«‡
:¯ËÈÙ
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Vocabulary
owner of
bá-al(-at, f.)
religious
dati(-ah, f.)
closed
sagur (sgurah, f.)
it is customary
a custom
nahug
minhag (m.)
most, the majority
rov (m.)
rest
menukhah (f.)
fixed
kavú-a (kvu-ah, f.)
Muslim
muslemi(-t, f.)
many, lots of
harbeh
believers
ma-aminim
religion
dat (f.)
Judaism
yahadut (f.)
Christianity
natsrut (f.)
Islam
islam (m.)
to notice, to pay
attention (I noticed)
la’sim lev
(samti lev)
heart
lev (levavot, m./pl.)
the clergy
anshey dat
dressed
labush / levushim (m./pl.)
modestly
(lit. ‘with modesty’)
(b’)tsni-ut (f.)
to what ?
l’mah?
belief
emunah (f.)
different
shoneh(-ah, f.)
holy
kadosh (kedoshah, f.)
light
or
gold
zahav (m.) (also adj.-ah,f.)
song / poem
shir (m.)
copper
nekhóshet (f.)
(˙)ÏÚ·
(‰)È˙„
(‰)¯»‚Ò
‚»‰
‚‰Ó
·¯
‰Á»Ó
(‰)Ú»·˜
(˙)ÈÓÏÒ»Ó
‰·¯‰
ÌÈÈÓ‡Ó
˙„
˙»„‰È
˙»¯ˆ
̇ÏÒȇ
·Ï ÌÈ◊Ï
(·Ï È˙Ó◊)
(˙«··Ï) ·Ï
˙„ È÷‡
(ÌÈ)÷»·Ï
˙»ÚÈˆ (·)
?‰ÓÏ
‰»Ó‡
‰«÷
(‰)÷«„˜
¯«‡
·‰Ê
¯È÷
˙÷«Á
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Language points
‘Many’ harbeh
‰·¯‰
and hamon
Ô«Ó‰
These words remain unchanged whatever the gender of the plural
noun they precede:
In many places smoking is forbidden
b’harbeh mekomot asur la’ashen Ô÷ÚÏ
¯»Ò‡ ˙«Ó«˜Ó ‰·¯‰·
Don’t hurry, we still have plenty of time
al temaher, yesh lanu od hamon zman
ÔÓÊ Ô«Ó‰ „«Ú »Ï ÷È ,¯‰Ó˙ χ
Forming adjectives from verbs
Many Hebrew adjectives are formed from verbs to express a
passive state, in a similar way to past participles in English (e.g.
to dress, he was dressed).
For ÏÚÙ verbs, you insert ‘u’ » between the second and third
root letters. The vowel pattern is a/u:
he occupied tafas – (it is) occupied tafus
he forbade asar – (it is) forbidden asur
Ò»Ù˙ (‰Ê) - ÒÙ˙ ‡»‰
¯»Ò‡ (‰Ê) - ¯Ò‡ ‡»‰
Adjustments occur when the last letter of the root is a ‘problem’
letter:
‰ such as kanah – kanuy È»˜ - ‰˜
Verbs whose root ends in Ú such as yada – yadu-a Ú»„È - Ú„È
Verbs whose root ends in Á such as patakh – patu-akh
Á»˙Ù - Á˙Ù
Verbs whose root ends in
ÏÚÈÙ and ÏÈÚÙ‰ verbs use the present tense prefix
the root letters whose vowel pattern becomes u/a:
Ó in front of
ÏÚÈÙ: sought, asked for mevukash (mevukéshet, f.)
(˙)÷˜»·Ó - ÷˜È·
spoiled, broken (for machines) mekulkal(-kélet, f.)
(˙)Ϙϻ˜Ó - ϘϘ
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ÏÈÚÙ‰: to prepare l’hakhin
prepared, ready mukhan(-ah, f.)
(Ô-Â-Î) ÔÈΉÏ
(‰)ÔλÓ
NB Just like other adjectives, they agree in number and gender
with whatever they are qualifying.
Exercise 1
Go back to Dialogue 1. What words are used for:
a fixed/set day of rest?
dressed in black and white?
it is customary?
Exercise 2
Complete the following sentences by inserting adjectives formed
from the verbs underlined. (Remember that they have to agree
with the noun they are qualifying.)
Example:
.ÌÈÚÓ«÷ ‡Ï ‰¯»‚Ò ˙Ï„‰÷Î .˙Ï„‰ ˙‡ È˙¯‚Ò
sagárti et ha’délet. kshe’ha’délet sgurah, lo shom-im.
I shut the door. When the door is closed, one can’t hear.
New vocabulary
almost
kima-t
ËÚÓÎ
.______ ‰Ï‡‰ ˙«‡ÒΉ .˙«‡ÒÎ ÌÎÏ È˙¯Ó÷ 1
.Ìψ‡ ______ ‡Ï ÌÈ‚Á· Ì‚ .˙·÷· ÌÈÁ˙«Ù ‡Ï ̉ 2
.Ô·Ï· ______ „ÈÓ˙ ËÚÓÎ ‡È‰ .Ìȯȉ· ÌÈ„‚· ˙÷·«Ï ‡È‰ 3
.»Ï ______ ‰Ê ,ÔÎ ?‰÷È‚Ù· È»È÷ ÷È÷ ÌÈÚ„«È Ì˙‡ 4
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Exercise 3
a. In previous units you have learnt several words that have all
come from the root ‚-‰- . Can you remember what they are?
There is also one in the dialogue above. Which is it? You can
add the word for ‘custom’ to your list – minhag (m.) ‚‰Ó .
b. When you next say ‘Amen!’ will you remember the root, the
Hebrew words for ‘believer’ and ‘belief’? What are they?
Exercise 4
These guests won’t be asked to stay again! What went wrong?
Read the note they left their hosts, filling in the gaps with the
appropriate adjectives formed from the verb roots in brackets.
New vocabulary
light, lamp
menorah (f.)
glass
zkhukhit (f.)
to look after
le’tapel + b’…
ÏÚÈÙ
‰¯«Ó
˙ÈλÎÊ
…· ÏÙËÏ
»‰÷ÈÓ »‡ˆÓ .‰˘ ‰»‡˙ »Ï ‰˙ȉ ,ÌȯÚËˆÓ »Á‡
(·-˙-Î) Ô«ÙÏˉ ¯ÙÒÓ .(¯-·-÷)‰ ‰¯«Ó‰ ˙‡ Ô˜˙Ï (Ô-Â-Î) ÷
»Ï ‰È‰ ‡Ï ʇ .˙ÎÏÏ (Ô-Â-Î) »Èȉ ¯·Î÷Î ‰¯˜ ‰Ê .¯¯˜Ó‰ ÏÚ
Ì˙‡÷ ÈÙÏ ÔÙÏËÏ (·-÷-Á) ‰Ê÷ ¯Ó‡ ÷ȇ‰ .‰Ê· ÏÙËÏ ÔÓÊ
‰„«˙ ,·»÷ .˙ÈλÎÊÓ (‰-◊-Ú) ‰˙ȉ ‰¯«Ó‰÷ Ï·Á ˙Ó‡· .Ìȇ·
…·«¯˜· ˙«‡¯˙‰Ï ,‰·¯
Exercise 5
How would you say the following?
(Remember: you can always use the glossary to help you with
vocabulary you may have forgotten.)
1 I called you all day but you were engaged.
2 He never has time. He is always busy.
…ÍÈχ È˙ψψ
…Ôȇ ÌÚÙ Û‡
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3 It is known that the temperature in Eilat is higher than in Tel
…‰Ê
Aviv.
4 The video is not out of order;
I will show you how to turn it on (light it
…‡Ï «‡„ȉ
˜-Ï-„ ).
5 She is so confused, she will not remember to tell him to fill up
…ÍÎ ÏÎ ‡È‰
with petrol.
Colours tseva-im
ÌÈÚ·ˆ
red
adom / adumah
green
yarok / yerukah
orange
katom / ktumah
pink
varod / vrudah
lilac
segol / sgulah
blue
kakhol / k-khulah
yellow
tsahov /tsehubah
white
lavan / levanah
black
shakhor / shkhorah
brown
khum / khumah
Exercise 6
‰Ó»„‡/Ì«„‡
‰˜»¯È/˜«¯È
‰Ó»˙Î/Ì«˙Î
‰„»¯Â/„«¯Â
‰Ï»‚Ò/Ï«‚Ò
‰Ï»ÁÎ/Ï«ÁÎ
‰√»‰ˆ/·«‰ˆ
‰·Ï/Ô·Ï
‰¯«Á÷/¯«Á÷
‰Ó»Á/Ì»Á
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Look at the pictures of the flags on page 244 and answer the
following questions. Answer in full sentences.
Example:
…‡»‰ ÈÙȉ Ï‚„· ÷Ó÷‰ Ú·ˆ
tséva ha’shémesh ba’dégel ha’yapáni hu…
?ÈÙȉ Ï‚„· ÷Ó÷‰ Ú·ˆ ‰Êȇ· 1
…„È„ Ô‚Ó ?Èχ¯◊ȉ Ï‚„· „È„ Ô‚ÓÏ ÷È Ú·ˆ ‰Êȇ 2
?ȘÏËȇ‰ Ï‚„· χÓ◊Ó Ô«÷‡¯‰ (stripe pas) ÒÙ‰ Ú·ˆ ‰Ó 3
?ȇ˜È¯Ó‡‰ Ï‚„· (stars kokhavim) ÌȷΫΉ Ú·ˆ ‰Ó 4
?È‚Ï·‰ Ï‚„· ÌÈÒÙ‰ Ï÷ ÌÈÚ·ˆ‰ (order séder) ¯„Ò ‰Ó 5
Exercise 7
Colours are traditionally associated with emotions; how we feel is
often reflected in the colour of our clothes and is picked out in
aspects of our surroundings. With this in mind, can you insert the
appropriate colour in the following sentences?
New vocabulary
‰‡˜
¯Úˆ
étsev (m.)
·ˆÚ
atsuv(-ah, f.)
(‰)·»ˆÚ
simkhah (f.)
‰ÁÓ◊
matsav rú-akh (m.)
Á»¯ ·ˆÓ
ra (ra-ah, f.)
(‰)Ú¯
l’hasmik ÏÈÚÙ‰
(˜-Ó-Ò) ˜ÈÓÒ‰Ï
jealousy, envy
kin-ah (f.)
sorrow
tsá-ar (m.)
sadness
sad
happiness
mood
bad
to blush
.ÈÏ÷ ÷„Á‰ «Ë«‡‰ ˙‡ ‰‡¯ ‡»‰÷Î ‰‡˜Ó _____ ‰È‰ ‡»‰ 1
ÍÏ÷ ÌÈÙ‰ ,‰‰ .‰˜ÈÓÒÓ ˙‡÷Î ‰„ÓÁ „‡Ó ˙‡ 2
!_____ ·»÷
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Ú·ˆ ‰Ê ,ÌÈ„ÏÈ È¯„ÁÏ ·«Ë Ì‚Â ÷Ó÷‰ Ï÷ Ú·ˆ‰ ‰Ê _____ 3
.‰ÁÓ◊ Ï÷
·ˆÓ ÈÏ ÷È :Ìȯӫ‡ ̉÷Î ÌÈÏ‚‡‰ ÌÈ·÷«Á Ú·ˆ ‰Êȇ ÏÚ 4
_____ ?Ú¯ Á»¯
.Ì„ Ï÷ Ú·ˆ‰ Ì‚ ‰Ê÷ ˙«¯ÓÏ _____ Ú·ˆ ˙·‰«‡ È‡ 5
‡Ï ‰Ê _____  .‰»˙Á· _____ ˙«÷·«Ï ˙«ÏΉ ÏÎ ‡Ï ̫ȉ 6
.¯Úˆ Ï÷ Ú·ˆ ˜¯
Adverbs
As we have noted before, the masculine singular of a fair number
of adjectives is also used as an adverb, describing ‘the manner in
which’:
He works hard hu oved kasheh
‰÷˜ „·«Ú ‡»‰
They simply don’t want to go hem pashut lo rotsim la’lékhet
˙ÎÏÏ ÌȈ«¯ ‡Ï Ë»÷٠̉
When the emphasis is on the way an action is carried out more
than on the person carrying it out, the adverb can be preceded by
the words ‘in the manner of’:
ÔÙ«‡·
or b’tsurah (f.) ‰¯» ˆ·
b’ofen (m.)
He is a very good teacher because he explains clearly / in a
clear way
hu moreh me-od tov, ki hu masbir ha’kol b’ófen bahir/b’tsurah
behirah
‰¯È‰· ‰¯»ˆ· / ¯È‰· ÔÙ«‡· ¯È·ÒÓ ‡»‰ ÈÎ ,·«Ë „‡Ó ‰¯«Ó ‡»‰
Another way to form adverbs is to add the preposition ‘in/with’
+ the relevant noun:
·
He explains simply (lit. ‘with simplicity’) b’pashtut
˙»Ë÷Ù· ¯È·ÒÓ ‡»‰
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Exercise 8
Match the Hebrew to the English equivalent in the following exercise. You will find that you have come across all these words in
some form already, whether as a verb, noun or adjective; here they
are adverbs but with a little imagination you will easily recognize
the root letters. (Check with the transliteration in the key for the
correct pronunciation.)
È÷«˜·
in jest
˙»ÈËÏÁ‰·
seriously
˙»ÚÈˆ·
happily
‰ÁÓ◊·
sadly
˙»ÈËȇ·
easily
˙»¯È‰Ê·
with difficulty / hardly
˙»Ï˜·
carefully
˙»Ȉ¯·
decisively
˙»¯È‰Ó·
fast
˜«Áˆ·
slowly
ÔÈÈÚ·
with interest
·ˆÚ·
in/with modesty
Exercise 9
Only one of the sentences in this exercise makes sense as it stands.
Which one is it? The others seem to be using inappropriate adverbs.
Can you redistribute the adverbs to make sense of the sentences?
New vocabulary
album
albom (m.)
built up
banuy (bnuyah, f.)
situation
matsav (m.)
girl
bakhurah (f.)
Ì«√χ
(‰)È»·
·ˆÓ
‰¯»Á·
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.˙»ÈËȇ· ÌÁ‰ ‰˙‰ ˙‡ ‰˙÷˙ χ 1
.Ì«·Ï‡·÷ ˙«»Ó˙· ·¯ ÔÈÈÚ· »ÏÎ˙Ò‰ ̉ 2
.ÌÈ„ÏÈ ‰·¯‰ ‰Ù ÷È Ȼ· ¯«Êȇ ‰Ê ,˙»¯È‰Ó· ‚‰˙÷ ȇ„Î 3
.·»÷ Ú«ÒÏ Íȯˆ È˙Èȉ „ÈÓ ϔ»ÁÓ È˙¯ÊÁ ˙»Ï˜· 4
.˙»‡È¯· ˙«ÈÚ· ‰Ï ÷È÷ ‰ÁÓ◊· ‰¯Ó‡ ‡È‰ 5
.ÔλÒÓ ·ˆÓ‰ ,˜«Áˆ· ¯·„Ó È‡ 6
.È÷«˜· ÏΉ ‰◊«Ú ‡È‰ .˙ÈË‚ÈÏËȇ „‡Ó ‰¯»Á· ‡È‰ 7
Dialogue 2
A little while later, Peter and Maya are having lunch in the centre
of town, when who should turn up?
?‰Ù ‰◊«Ú ˙‡ ‰Ó !‰Ú˙Ù‰ «Êȇ ?‰È‡Ó :˙Ïȇ
˙ȇ¯ ˙‡ !Í˙«‡ È˙ȇ¯ ‡Ï ÔÓÊÓ !ÈÙ«È ‰Êȇ !˙ÏÈȇ :‰È‡Ó
ÈÏ÷ ‰·«Ë ‰¯·Á ,˙ÏÈȇ ˙‡Ê ,¯ËÈÙ !¯„‰
»Á‡ ,ȇ«˙ÈÚ Ì‚ ¯ËÈÙ (To Ayélet) .‰ËÈÒ¯·È»‡‰Ó
.‰·«ËÏ Ì÷¯˙Ó ‡»‰÷ ‰ÂÂ˜Ó È‡Â ı¯‡· ÌÈ··«˙ÒÓ
?¯ËÈÙ ,»ÈÏÚ ·«˙Î˙ ‰Ó .„‡Ó ÌÈÚ :˙ÏÈȇ
!Ô·»ÓÎ ˙Ó‡‰ ˙‡
:¯ËÈÙ
?*’·È¯ÚÓ’· ˙„·«Ú „«Ú ˙‡ ̇‰ ,‰È‡Ó !˜ÙÒ ÈÏ· :˙ÏÈȇ
?Í˙ȇ ‰Ó .*’χ¯◊È Ï«˜’· È‡ ,‰„«·Ú È˙ÙÏÁ‰ ,‡Ï :‰È‡Ó
Á¯ÊÓ· ‰¯ÈÚˆ ÈΉ ‰Ï÷ÓÓ‰ ÷‡¯ ˙«È‰Ï ͯ„· ÁË· ˙‡
.Ô«ÎÈ˙‰
ÈÏ ¯·÷ ¯·Î Ï·‡ ,È·Ê·˙˙ ÈÏ»‡ ,ȇÏÙ˙˙ :˙ÏÈȇ
ÌÈ„Ïȉ ˙˜ÏÁÓ· ˙È‚«Ï«ÎÈÒÙ È‡ .‰˜ÈËÈÏ«Ù‰Ó
.*‰Ò„‰·
˙‡ ‰ÎÎ Ì‚ ,Í˙«‡ ‰ÎȯÚÓ ‡˜Â„ È‡ ,˙·Êλ‡Ó ‡Ï È‡ :‰È‡Ó
.ÌÏ«Ú‰ ˙‡ ÏȈ‰Ï ‰Ï«ÎÈ
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?ÍÏ÷ ÌÈχ„ȇ‰ ÌÚ ‰Ó ?‰„«·Ú‰Ó ‰ˆ»¯Ó ˙‡ ,˙‡Â :˙ÏÈȇ
?È¯Ó‚Ï ı»·È˜‰ ˙‡ ˙·ÊÚ
¯Ó«‡ ÈÓ ÏÏη ,ı»·È˜ ˙¯·Á ÔÈÈ„Ú È‡ ,‡Ï :‰È‡Ó
?ÌÈχ„ȇ Ôȇ Ìȇ«˙ÈÚÏ÷
Ì‚ ’‡÷ ÌÈÎÒÓ È‡ Ï·‡ ,·¯Ú˙Ó È‡÷ ‰ÁÈÏÒ :¯ËÈÙ
˙‡ ˙«÷Ï ÌÈÏ«ÎÈ Ì‰ Ì‚ ’·Â ÌÈχ„ȇ ÷È Ìȇ«˙ÈÚÏ
.ÌÏ«Ú‰
* ma-ariv ’·È¯ÚÓ’ : Ma-ariv one of Israel’s evening papers
kol yisrael ’χ¯◊È Ï«˜’ : The Voice of Israel, a prime radio station
hadásah ‰Ò„‰ : Hadassah – major Jerusalem hospital on two sites:
On Har Hatsofim (Mount Scopus) ÌÈÙ«ˆ‰ ¯‰ and Eyn Kérem
̯ΠÔÈÚ .
Vocabulary
wandering around
is impressed
for the better
doubt
are you?
(question marker)
ÏÚÙ
(‰-‡-¯) ˙ȇ¯
mistovevim ÏÚÙ˙‰ (·-·-Ò) ÌÈ··«˙ÒÓ
mitrashem ÏÚÙ˙‰
(Ì-÷-¯) Ì÷¯˙Ó
l’tovah
‰·«ËÏ
safek (m.)
˜ÙÒ
ha-im
̇‰
look(s) (lit. ‘is seen’, f.) nir-et
‰Ï÷ÓÓ ÷‡¯
the Middle East
ha’mizrakh ha’tikhon
Ô«ÎÈ˙‰ Á¯ÊÓ‰
I’m fed up
nishbar li
ÈÏ ¯·÷
department
makhlakah /
‰˜ÏÁÓ
department of
makhléket (f.)
(˙˜ÏÁÓ)
will be disappointed
tit-akhzev ÏÚÙ˙‰
·-Ê-Î ·Ê·˙˙
disappointed
me-ukhzav (-zévet, f.)
(˙)·Êλ‡Ó
appreciate(s)
ma-arikh ÏÈÚÙ‰
(Í-¯-Ú) ÍȯÚÓ
satisfied, pleased (with) merutseh(-ah, f.) mi’…
(…Ó) ‰ˆ»¯Ó
agree
maskim ÏÈÚÙ‰
(Ì-Î-Ò) ÌÈÎÒÓ
to change
l’shanot ÏÚÈÙ
(‰--÷) ˙«÷Ï
prime minister
rosh memshalah
250
Exercise 10
Find the words to complete the sentences so that they reflect the
dialogue above. (The list below will help you).
Example:
¯„‰ ˙ȇ¯ ‰È‡Ó÷ ˙·÷«Á ˙ÏÈȇ 1
ayélet khoshévet she’maya nir-et nehedar
Ayelet thinks that Maya looks wonderful
.______ ˙ȇ¯ ‰È‡Ó÷ ˙·÷«Á ˙ÏÈȇ 1
.ı¯‡· ¯»˜È·‰Ó ‰·«ËÏ ______ ¯ËÈÙ÷ ‰ÂÂ˜Ó ‰È‡Ó 2
.˙Ó‡‰ ˙‡ ·«˙ÎÏ ______ ¯ËÈÙ 3
.’χ¯◊È Ï«˜’· ˙„·«Ú ‡È‰ .‰„«·Ú ______ ‰È‡Ó 4
‰Ï ¯·÷÷ ______ ˙È‚«Ï«ÎÈÒÙ ˙«È‰Ï ‰ÙÈ„ÚÓ ˙ÏÈȇ 5
.‰˜ÈËÈÏ«Ù‰Ó
______ ¯÷Ù‡ ÍÎ Ì‚÷ ˙·÷«Á ‡È‰ .‰˙«‡ ______ ‰È‡Ó 6
.ÌÏ«Ú‰ ˙‡
.ÌÈχ„ȇ ÷È Ìȇ«˙ÈÚÏ÷ ______ ‰È‡Ó 7
;‰ÎȯÚÓ ÷ ‰ÓÈÎÒÓ ;¯„‰ ;ÈÙÓ ;‰ÙÈÏÁ‰ ;ÁÈË·Ó
Ì÷¯˙Ó ;˙È·÷«Á ;˙«÷Ï/ÏȈ‰Ï
Language points
The question marker ha’im
̇‰
We have already seen that questions are most often indicated by
tone of voice, but they can also be indicated by ha’im ̇‰ placed
at the beginning of the question. ̇‰ is not translated into
English:
Do you like chocolate? (ha’im) at ohévet shókolad
?„Ï«˜«˘ ˙·‰«‡ ˙‡ ̇‰ = ?„Ï«˜«˘ ˙·‰«‡ ˙‡
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Exercise 11
If you had the opportunity to interview Maya and Ayelet, what
questions might you ask? Here are some suggestions – use ̇‰
to ask them:
1 Have you already met the Prime Minister?
2 Are you working in the ear, nose and throat department?
3 Are you happy (satisfied) with life in Jerusalem?
4 Are you disappointed with the kibbutz?
Expressing how you feel
A very common way of describing the way you feel, or what you
are experiencing is to use an adjective or passive verb + Ï and
pronoun endings.
Examples:
ÈÏ Ò‡Ó ; nishbar li ÈÏ ¯·÷
Are you cold? kar lekha/lakh? ?ÍÏ ¯˜
I am missing… khaser li ÈÏ ¯ÒÁ
I am fed up nim-as li
It’s difficult for him / He’s finding it difficult kashe lo
«Ï ‰÷˜
Exercise 12:
Using phrases from each of the columns, make as many sentences
as you can. (Various combinations are possible. See our suggestions in the key.)
Example:
I’m never wanting for guests af pá-am lo khaserim li orkhim
ÌÈÁ¯«‡ ÈÏ ÌȯÒÁ ‡Ï ÌÚÙ Û‡
Note how
ÌȯÒÁ agrees with the subject of the Hebrew sentence.
NB
The double negative is used with ‘never’ af pá-am
ÌÚÙ Û‡ .
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I’ve never heard music like that
˙‡ÊÎ ‰˜ÈÒ»Ó È˙ÚÓ÷ ‡Ï ÌÚÙ Û‡
‰Óʉ ÈÏ· Ìψ‡ ¯˜·Ï
«Ï÷Ó ·Î¯ ÈÏ·
˙È·· ˙·÷Ï
·È·‡-Ï˙· ¯»‚Ï
÷Ú¯‰Ó
Èχ¯◊ȉ ıȘ‰Ó
«Ï÷ ÌÈÏ«Á‰Ó
?ÏÈÚÓ ÈÏ·
ÈÏ
ÌÎÏ
̉Ï
»Ï
‰Ê‰ ‡Ù«¯Ï
ÍÏ
ÈÏ÷ ‡Ó‡Ï
ÌÈÚ
Á«
·«Ë
¯·÷
Ò‡Ó
¯˜ ‡Ï
¯˜
‰˘˜
‡Ï
(not)
‡Ï „«Ú
(not yet)
‡Ï ¯·Î
(no longer)
‡Ï ÌÚÙ Û‡
(never)
Exercise 13
What do these verbs have in common? (Pay attention to verb
groups and tenses.)
‰ÓÏȈ ,Ì˙¯˜È· ,È˙ÏÈÈË ,È˙◊ÙÈÁ 1
»‡«·È ,»ÓÈ◊˙ ,ı»¯‡ ,ÈÓ»˜˙ 2
·Ê·˙È ,Ì÷¯˙˙ ,ȇÏÙ˙˙ ,»÷·Ï˙˙ 3
ÚÈ‚ ,»ÓÎÒ‰ ,ÌÈËÈÏÁÓ ,È˙¯·Ò‰ 4
Reading comprehension
You are in Jerusalem and want some information about various
historic sights. The English-language leaflets seem to have run out.
Go on, pick up a Hebrew version; you may well be able to get a
feel for the general meaning and understand a few facts, even if
you don’t understand every word.
Read the descriptions first to see what you can understand. Then
look at the questions below: they might prompt you to recognize
more words.
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New vocabulary
tower
migdal (m.)
king (queen)
mélekh (malkah)
national
le-umi(-t, f.)
state, country
medinah (f.)
to sacrifice
l’hakriv
the Temple
beyt ha’mikdash
wall
kir (m.)
Holocaust
sho-ah (f.)
research
mekhkar (m.)
documentation
ti-ud (m.)
avenue
sderah (f.)
mosque
misgad (m.)
last
akharon(-ah, f.)
cross
tslav (m.)
inside
b’tokh
grave
kéver (m.)
ÏÈÚÙ‰
Ï„‚Ó
(‰Î)ÍÏÓ
(˙)ÈÓ»‡Ï
‰È„Ó
(·-¯-˜) ·È¯˜‰Ï
÷„˜Ó‰ ˙È·
¯È˜
‰‡«÷
¯˜ÁÓ
„»ÚÈ˙
‰¯„◊
„‚ÒÓ
(‰)Ô«¯Á‡
·Ïˆ
Í«˙·
¯·˜
ÌÈÏ÷»¯È
ÌÈÏ÷»¯È ˙‡ ‰◊Ú ÍÏÓ‰ „È„ ‰÷ 3000 ÈÙÏ :„È„ Ï„‚Ó .‡
Ô«‡ÈÊ»Ó ‡»‰ Ï„‚Ó‰ ,̫ȉ .χ¯◊È ÌÚ Ï÷ È˙„ ÈÓ»‡Ï ÊίÓÏ
Ô«ËÏ÷‰ ˙«Ù»˜˙ ͯ„ ÌÈÏ÷»¯È Ï÷ ‰È¯«ËÒȉ‰ ˙‡ ¯È·ÒÓ÷
.˙««÷‰
ȯ·Á 120 ÷È Ï‡¯◊È· .χ¯◊È ˙È„Ó Ï÷ ËÓŒÏï¬Ã‰ :˙ÒΉ .·
.ÌÈÊ»¯„ ,ÌÈ·¯Ú ,ÌÈ„»‰È ,˙ÒÎ
¯‰ - χ¯◊È· ‡¯˜÷ ‰È¯«Ó‰ ¯‰ ÏÚ ‡ˆÓ :È·¯ÚÓ‰ Ï˙«Î‰ .‚
˙‡ ·È¯˜‰Ï „ÓÚ Ì‰¯·‡ Ì÷÷ ÌÈÈÓ‡Ó ÌÈ„»‰È‰ .˙È·‰
ÍÏӉ ,Ô«˘‡¯‰ ÷„˜Ó‰ ˙È· ˙‡ ‰ÓÏ÷ ÍÏÓ‰ ‰· Ì˘ .˜ÁˆÈ
Ï˙«Î‰ ˜¯ ̫ȉ ¯‡÷ ‰ÊÓ ,È÷‰ ÷„˜Ó‰ ˙È· ˙‡ Ò»„¯«‰
.È·¯ÚÓ‰ (¯È˜‰)
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Ô«Èί‡‰ Ì‚ ‡ˆÓ Ì«˜Ó· .‰‡«÷‰ ¯ÎÊÏ Ô«‡ÈʻӉ :Ì÷ „È .„
.ÌÏ«Ú‰ ˙«Ó»‡ È„ÈÒÁ ¯ÎÊÏ ÌȈډ ˙¯„◊ Ì‚Â .„»ÚÈ˙ ¯˜ÁÓÏ
(Isaiah 56:5) .5,” ‰ÈÚ ÷ÈÓ ‡ · Ì ÷‰
˙ÓÒ¯»ÙÓ‰ ·‰Ê‰ ˙ÙÈÎ ÌÚ „‚ÒÓ‰ ‰Ê :ÚÏÒ‰ ˙ÙÈÎ „‚ÒÓ .‰
,ÌÈÓÏÒ»ÓÏ ÷«„˜ Ì«˜Ó .ÌÈÏ÷»¯È Ï÷ ˙«»Ó˙· „ÈÓ˙ Ìȇ«¯÷
„‚ÒÓ ‡¯˜ È÷‰ ·»÷Á‰ „‚ÒÓ‰ .˙È·‰ ¯‰ ÏÚ ‡ˆÓ ‡»‰ Ì‚
.‰ˆ˜‡-χ
.·Ïˆ‰ ÌÚ Íω »÷È ‰·÷ ‰«¯Á‡‰ ͯ„‰ - ‰Ê«¯«Ï«„ ‰È .Â
.ÌÈÓÚÙ ¯ÙÒÓ ¯ˆÚ ‡»‰ ͯ„·
‰Ù»˜˙· ÔÈËœËÃÒŸ«˜ ¯ÒȘ‰ ‰· ‰˙«‡ :÷«„˜‰ ¯·˜‰ ˙ÈÈÒÎ .Ê
Ì«˜Ó· ‰ÈÈÒΉ ˙‡ ‰· ‡»‰÷ ÌÈÈÓ‡Ó Ìȯˆ«‰ .˙ÈËÊÈ·‰
.·Ïˆ »÷È «·
Exercise 14
Answer the questions:
1 Where can you learn about the history of Jerusalem?
2 What is the name of the Israeli parliament? How many
members does it have?
3 Where did King Solomon build the First Temple?
4 What other famous sites, holy to the Muslims, are on the
same mount?
5 What is the Wailing Wall called in Hebrew and why?
6 What is the Holocaust Museum in Jerusalem called?
7 Which paragraph refers to Jesus’ last journey?
8 What is the Hebrew name for the Church of the Holy
Sepulchre?
9 On what spot do Christians believe the Church of the
Holy Sepulchre was built?
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Exercise 15
Jerusalem goes from hand to hand - „ È Ï „ È Ó ‰ ¯ · Ú Ì È Ï ÷ » ¯ È
This time chart will give you an idea of Jerusalem’s history. Read
the Hebrew (transliteration in key) and fill in the missing words
in the English.
Note how the dates begin in BCE, ‘before the counting’ lifney
ha’sfirah ‰ ¯ È Ù Ò ‰ È  Ù Ï and end CE, ‘after the counting’ akharey
ha’sfirah ‰ ¯ È Ù Ò ‰ È ¯Á‡ (or la’sfirah ‰ ¯ È Ù Ò Ï).
BCE ‰¯ÈÙÒ‰ ÈÙÏ
Kingdom of David; Jerusalem
________of Judah
1010 – 970
_______ of Solomon
The ___ ______ is built
970 – 930
965
Nebuchadnezzar, king of
_______ conquers Judah,
Destruction of the
First Temple
586
Babylonian exile
586–539
Return to ______: Second
Temple period.
538
_______ period: Judah
becomes a Roman _______
63
- „„ ˙»ÎÏÓ
‰„»‰È ˙¯È· ÌÈÏ÷»¯È
‰ÓÏ÷ ˙»ÎÏÓ
‰· Ô«÷‡¯‰ ÷„˜Ó‰ ˙È·
Ï·· ÍÏÓ ¯ˆ„λ·
‰„»‰È ˙‡ ÷·«Î
Ô«÷‡¯‰ ÷„˜Ó‰ ˙È· Ô·¯»Á
Ï·· ˙»Ï‚
:ԫȈ ˙·È÷
È÷ ˙È· ˙Ù»˜˙
˙ÎÙ«‰ ‰„»‰È: ˙ȇӫ¯‰ ‰Ù»˜˙‰
.˙ÈÓ«¯ ‰ÈˆÈ·«¯ÙÏ
CE ‰¯ÈÙÒÏ
Destruction of the _______
Temple by _______
70
________ period
Emperor _________
326–614
_________ rule
10th–11th cent.
Mameluk _______
c.12th–15th cent.
________ Empire
c.15th cent.
________ rule
Mandate from 1922
1917–1948
Jerusalem divided ____
Israel and Jordan
1948–1967
________ united under
Israeli rule
1967
È÷‰ ÷„˜Ó‰ ˙È· Ô·¯»Á
Ò»ËÈË È„È ÏÚ
- ˙ÈËÊÈ·‰ ‰Ù»˜˙‰
ÔÈËËÒ«˜ ¯ÒȘ‰
È·Ïˆ‰ Ô«ËÏ÷‰
Ș»ÏÓÓ‰ Ô«ËÏ÷‰
˙ÈÓ«˙«Ú‰ ‰È¯ÙÓ‡‰
1922
ÈËȯ·‰ Ô«ËÏ÷‰
Ó ÈËȯ·‰ Ë„Ó‰
ÔÈ· ˙˜Ï»ÁÓ ÌÈÏ÷»¯È
Ô„¯È χ¯◊È
Ô«ËÏ÷ ˙Á˙ ˙„Á»‡Ó ÌÈÏ÷»¯È
Èχ¯◊È
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Exercise 16
Biblical verses
Modern and biblical Hebrew are very closely connected. Here are
a few quotes from the Hebrew Bible. Can you recognize them,
even though most of the vocabulary may be unfamiliar? Try picking
out some key words or word roots to help you match the verses
with the translations below. (Some of the new words will be in the
glossary, should you wish to look more closely at the Hebrew.)
We have added vowel signs, since this is the form which you are
likely to find in a Bible, although it is worth noting that the actual
Torah scrolls are handwritten in unpointed Hebrew. The Bible in
Hebrew is the tanakh Í”˙ – an acronym for Torah (law) torah
‰¯«˙ , prophets nevi-im Ìȇȷ , and writings/scriptures ktuvim
ÌÈ·»˙Î .
(This exercise will also give you an opportunity to see if you still
remember the vowel signs. We have given a transliteration in the
answers section since there are a few cases where biblical and
modern Hebrew differ in the pronunciation of vowels.)
. ı ¯ Œ ‡ fi ‰ fi ˙ ‡ Õ Â Ÿ Ì È œ Ó Ã ÷ fi ‰ à ˙ ‡ Õ Ì È ‰ œ. Ï ‡ Œ ‡ ¯ fi √ fi ˙ È ÷ œ ‡ ¯ Õ √ Ÿ 1
(Genesis 1:1 b’reyshit 1/‡ ˙È ÷‡¯ √Ÿ )
. ‰ Ó fi Á fi Ï Ÿ Ó œ „ « Ú » „ Ó Ÿ Ï Ÿ È œ ‡ Ï Â Ÿ · ¯ Œ Á Œ È « ‚ Ï ‡ Œ È « ‚ ‡ ◊ fi È œ ‡. Ï … 2
(Isaiah 2:4 yishayah 4/ · ‰È Ú÷È )
.ԫȈœ ˙‡Œ »¯ÕΟÊfi√Ÿ »ÈÎœ√fi-Ì‚Ã »·Ÿ÷ÃÈfi Ì˘fi Ï·Œ√fi ˙«¯‰⁄à ÏÚà 3
(Psalm 137:1 tehilim 1/ÊϘ ÌÈω˙ )
‰◊ŒÚfiÈÕ÷Œ ‡»‰ ‰◊fiÚ⁄Ã÷Œ-‰Óû ‰ÈŒ‰ŸÈœ÷Œ ‡»‰ ‰Èfi‰fi÷-‰Óà 4
.
.÷ÓŒ÷Œ‰Ã ˙ÁÃ˙à ÷„fiÁfi-Ï ƒ ÔȇÕŸ
(Ecclesiastes 1:9 kohélet 9/‡ ˙ω˜ )
.»‡ŒˆfiÓŸ˙œ ÌÈÓœÈfi‰Ã ·· ȃœ ÌÈœÓÉà ÈÕ¬Ÿ-ÏÚà ÍfiÓŸÁÏà ÁÏÃ÷à 5
(Ecclesiastes 11:1 kohélet 1/‡È ˙ω˜ )
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a. That which hath been is that which shall be, / And that which
hath been done is that which shall be done; / And there is
nothing new under the sun.
b. Nation shall not lift up sword against nation, / Neither shall
they learn war any more.
c. In the beginning God created the heaven and the earth.
d. By the rivers of Babylon, / There we sat down, yea, we wept, /
When we remembered Zion.
e. Cast thy bread upon the waters, / For thou shalt find it after
many days.
14 ˙¯«˘˜˙ ˙»«˙ÈÚ
Media and
communications
In this unit you will learn:
•
•
•
•
•
not to panic on hearing automated telephone answering services
to scan for information in newspaper articles
when no one’s there: Ô È ‡ + pronoun endings
possession (3): nouns with pronoun endings
to look back over the course
Dialogue 1
Peter is trying to call El-Al Airlines to find out details about their
early check-in facility. Does Peter leave a message?
His first attempt produces the automated message:
”144 ÔÈÚÈ„«ÓÏ ¯÷˜˙‰ ‡ .¯·»ÁÓ «ȇ ˙‚ÈÈÁ÷ ¯ÙÒÓ‰”
ha’mispar she’khiyágta eyno mekhubar, na hitkasher l’modi-in 144
“The number you have dialled is not connected. Please call information (modi-in) on 144”
On his second attempt, this is what he hears:
Ì„«˜ ‚ÈÈÁÏ Íȯˆ ‰˙‡ ,‡Ï …?˙‚ÈÈÁ ¯ÙÒÓ ‰Êȇ .¯ÙÒÓ· ˙»ÚË”
”03 :·È·‡-Ï˙Ï ˙Ó«„Ș‰ ˙‡
ta-ut bamispar. eyzeh mispar khiyágta?… lo, atah tsarikh l’khayeg
kódem et ha’kidómet l’tel-aviv: 03
“Wrong number. What number did you dial?… No, you first
have to dial the area code for Tel Aviv: 03”
Peter finally gets through but he is not at all sure he has reached
the right office. Why?
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1 ÷˜‰ Ô«˙ÈÚ· ‰Ú„«ÓÏ ¯÷˜· ÏˆÏˆÓ ‰˙‡ ̇
2 ÷˜‰ Ô«ÙÏˉ ͯ„ Ô«·÷Á Ì»Ï÷˙Ï
3 ÷˜‰ ˙È·‰Ó ‰Á¯· Í˙÷‡ ̇
.«˙«‡ ‡ˆÓÏ Ì„«˜ Íȯˆ ‰˙‡ ,Ò«·‰ ÌÚ ¯·„Ï ‰ˆ«¯ ‰˙‡ ̇
‰¯Ë÷Ó‰ È„È ÏÚ ÷˜»·Ó ‡»‰
4 ÷˜‰ „È‚‰Ï ‰Ó ÍÏ Ôȇ ̇
5 ÷˜‰ ‰Ú„«‰ ¯È‡÷‰Ï ‰ˆ«¯ ˙‡Ê Ïη ‰˙‡ ̇
.˙Ï„· ÷˜‰ Ì·ÎÈ‰Ï ‰ˆ«¯ ‰˙‡ ̇ «‡
Vocabulary
ÏÚÈÙ
(‚-È-Á) ‚ÈÈÁ
(he) is not (present)
eyno (eyn + hu)
(‡»‰ + Ôȇ) «ȇ
connected
mekhubar(-et, f.)
(˙)¯·»ÁÓ
information
modi-in (m.)
ÔÈÚÈ„«Ó
mistake
ta-ut (f.)
˙»ÚË
prefix / area code
kidómet (f.)
˙Ó«„Ș
in connection with
b’késher
¯÷˜·
written announcement
moda-ah (f.)
‰Ú„«Ó
key in (press)
hakesh ÏÚÈÙ
÷˜‰
invoice, bill, account
kheshbon (m.)
Ô«·÷Á
your wife
ishtekha
(‰˙‡ + ‰÷‡) Í˙÷‡
by (lit. ‘by the hands of’) al yedey
È„È ÏÚ
khayeg
dial
Language points
Ôȇ
+ pronoun endings
A common way to negate an action, or say that someone or something is not there, is to use eyn Ôȇ with pronoun endings:
I don’t know ani lo yodé-a = eynéni yodé-a
Ú„«È Èȇ = Ú„«È ‡Ï È‡
They are not at home eynam ba’báyit ˙È·· Ìȇ
260
Sometimes the pronoun is included:
He is not at home hu eyno ba’báyit
˙È·· «ȇ ‡»‰
Here is the full declension:
(Ô)Ìȇ (Ô)ÌÎȇ »ȇ
‰ȇ
«ȇ
Íȇ
Íȇ
eynam(n) eynkhem(n) eynénu
eynah
eyno
eynekh
eynkha
Èȇ
eyneni
Exercise 1
Practise using Ôȇ with pronoun endings. Fill in the gaps and translate the following sentences:
.ÛÒΉ ˙‡ Ê·Ê·˙ χ ʇ ,¯«ÈÏÈÓ _____ (‰˙‡) 1
.‰·«Ë ˙È˜Á◊ _____ ˙‡ 2
.¯Ó«‡ ‰˙‡÷ ‰Ó ÌÈÈ·Ó _____ ̉ 3
.Ï"»ÁÏ ÚÒ ‡»‰ :Ú»·÷‰ „¯◊Ó· _____ ¯ËÈÙ 4
˙Ú„«È ÔÎ È‡ Ï·‡ ,¯Ó‡Ó‰ ˙‡ ·˙Î ÈÓ ˙Ú„«È _____ (È‡) 5
.ÌÓÚ÷Ó ‡»‰÷
Nouns with pronoun endings
Nouns can also take pronoun endings to express possession:
«· = «Ï÷ Ô·‰
Your wife (ha’ishah shelkha = ishtekha) Í˙÷‡ = ÍÏ ÷ ‰ ÷ȇ‰ *
His son (ha’ben shelo = bno)
*NB Just like the first word in a word pair (see p. 87), feminine
nouns ending in ‘ah’ ‰ , replace ‰ with ˙ before adding the
endings: e.g. his bride kalato «˙ÏÎ .
Colloquial Hebrew tends to use this abbreviated form in the main
for members of the family and in some common expressions, but you
may also hear Israelis using it quite often with a wider vocabulary,
and it is common in written Hebrew. (It is constantly used in the
Bible and partially explains the terseness of the language and why
Hebrew appears briefer than an English translation.)
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Adding these endings often entails vowel changes, mostly to
shorten the sound – an effect we have noted before with nouns,
adjectives and verbs:
Ï«„‚ ; (f.) gdolah ‰Ï«„‚
son ben Ô· ; your (m.) son binkha Í·
big (m.) gadol
Don’t worry – you’ll still be understood. Just listen for these
changes and you’ll soon pick them up.
NB Accompanying adjectives must always be preceded with ‰ just
as they are with other definite nouns:
my little brother akhi ha’katan Ô˘‰ ÈÁ‡ = ÈÏ÷ Ô˘‰ Á‡‰
This form is also used in common expressions a couple of which
you have already come across:
‘in my opinion’ lefi da-ati
È˙Ú„ ÈÙÏ , and
‘like’ = ‘find favour in my eyes’ motseh khen b’eynay
ÈÈÚ· ÔÁ ‡ˆ«Ó
Here are a few more:
from/for my part (lit. ‘my side’) mi’tsidi
to my regret l’tsa-ari
to my joy l’simkhati
ȄȈÓ
ȯڈÏ
È˙ÁÓ◊Ï
There are different endings for singular nouns and for plural nouns:
eyes
eynáyim
eynay
eynékha
eynáyikh
eynav
eynéhah
eynéynu
eynekhem(n)
eynehem(n)
ÌÈÈÈÚ
ÈÈÚ
ÍÈÈÚ
ÍÈÈÚ
ÂÈÈÚ
‰ÈÈÚ
»ÈÈÚ
(Ô)ÌÎÈÈÚ
(Ô)̉ÈÈÚ
knowlege, opinion
˙Ú„
da-at
È˙Ú„
da-ati
Í
˙Ú„
da-atkha
Í˙Ú„
da-atekh
«˙Ú„
da-ato
‰
˙Ú„
da-atah
»˙Ú„
da-aténu
(Ô)ÌÎ˙Ú„
da-atkhem(n)
(Ô)Ì˙Ú„
da-atam(n)
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Exercise 2
How big is this wedding going to be?
Rewrite the following using the abbreviated form of the possessives in brackets.
New vocabulary
bride
kalah (f.)
happy
me-ushar (-shéret, f.)
‰ÏÎ
(˙)¯÷»‡Ó
?‰»˙ÁÏ ÚÈ‚Ó ÈÓ —
!‰ÈϯËÒ«‡Ó ÈÏ÷ ‰ÁÙ÷Ó‰ ÏÎ —
‰„«„‰) ,(«Ï÷ ‰ÏΉ) («Ï÷ Ô·‰) ,(«Ï÷ ‰÷ȇ‰) (ÈÏ÷ Á‡‰) —
ÏΠ,Ô¯«·ÏÓÓ (‰Ï÷ ˙«Á‡‰) ,(‰Ï÷) È÷‰ (ÏÚ·)‰Â (ÈÏ÷
.˜¯«È »ÈÓ (»Ï÷ ‰ÁÙ÷Ó‰)
?Ï”»Á· ‰Ï«„‚ ‰ÁÙ÷Ó ÷È Ì‰Ï Ì‚ ?È÷‰ „ˆ‰Ó —
.‰„«·ÚÏ (̉Ï÷ Ìȯ·Á‰) ÏÎ ˙‡ »ÈÓʉ Ì‚ ̉ ,ÔÎ —
»È‰È (ÌÎÏ÷ ÌÈ„Ïȉ)÷ ¯˜Èډ ,·«Ë ÏÊÓ· ‰È‰È÷ ʇ —
.Ìȯ÷»‡Ó
Dialogue 2
Peter is now calling Information modi-in ÔÈÚÈ„«Ó on 144 to obtain
the correct number for El-Al services. Take Peter’s role in this
dialogue and help him get the information he needs – remember, he
would like to send his luggage a day before the flight.
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New vocabulary
‰ÈÈÊίÓ
sherutey el-al
ÏÚ-χ È˙»¯È÷
mo-ed hamra-ah (f.)
‰‡¯Ó‰ „Ú«Ó
mo-ed nekhitah (f.)
‰˙ÈÁ „Ú«Ó
mit-an (m.)
ÔÚËÓ
sherut trom tisah ‰ÒÈË Ì«¯Ë ˙»¯È ÷
merkaziyah (f.)
operator
El-Al services
take-off time
landing time
luggage
pre-flight services
?ÍÏ ¯«ÊÚÏ ¯÷Ù‡ ‰Ó· – Ì«Ï÷ ÔÈÚÈ„«Ó :‰ÈÈÊίÓ
I need the telephone number of El-Al Services, please.
¯ËÈÙ
?‰˙ÈÁ «‡ ‰‡¯Ó‰ „Ú«Ó Íȯˆ ‰˙‡ :‰ÈÈÊίÓ
No, I want to send my luggage before the flight.
:¯ËÈÙ
¯ÙÒÓ‰ .‰ÒÈË Ì«¯Ë ˙»¯È÷Ï ÏˆÏˆÏ Íȯˆ ‰˙‡ :‰ÈÈÊίÓ
.03 655 4321
Thank you very much. Goodbye.
:¯ËÈÙ
Peter finally gets the right number, but has to wait when he hears:
,˙«Ò»Ù˙ (positions amadot) ˙«„ÓÚ‰ ÏÎ - Ì«Ï˘ ÏÚ-χ ˙»¯È÷ (you will be answered te-aneh) ‰Ú˙ (wait hamten) Ô˙Ó‰ ‡
.‰„«˙ (in turn lefi ha’tor) - ¯«˙‰ ÈÙÏ
(At last, he’s through.)
‡È·‰Ï Íȯˆ È‡ Ô‡Ï ,¯ÁÓ ÔÚËÓ‰ ˙‡ Á«Ï÷Ï ‰ˆ«¯ È‡ :¯ËÈÙ
?«˙«‡
?ÍÏ÷ ‰ÒÈˉ È˙Ó :‰„ȘÙ
.¯˜«·· Ì„˜»Ó „‡Ó ,ÌÈÈ˙¯ÁÓ :¯ËÈÙ
¯˙«È „Ú Ô«÷ÈÏ Ïλ˙ ,Ì„«˜ Ì«È Ôȇ-˜’ˆ ‰◊Ú˙ ̇ ÔÈÈ»ˆÓ :‰„ȘÙ
.¯˜«·· ¯Á»‡Ó
.Ô«ÈÚ¯‰ ‰Ê :¯ËÈÙ
.…˙«Ú÷‰ ÔÈ· Á»˙Ù 25 ‰„»‰È-Ô· ·«Á¯ ‡È‰ ˙·«˙Ή :‰„ȘÙ
264
Peter arrives at the early check-in and there is a long queue; rather
than getting excited – Israeli-style – he picks up the newspaper
supplement someone has left behind on a nearby chair. This is
what he reads:
Exercise 3
Reading passages
Here are some items from a weekly newspaper for learners of
Hebrew entitled ‘A Gate for the Beginner’ (sha-ar la’matkhil).
1 A close shave:
„Á‡ (wheel galgal) Ï‚Ï‚ ÏÚ ˙Á Ϙ Ò«ËÓ
a. What went wrong with the aircraft?
b. When and where did the event happen?
c. Why did the pilot go on flying for three hours?
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2 Puppaccino Bar
‰Ù˜ Ò«Î ÏÚ (a bark nevikhah) ‰ÁÈ·
a. What phrase is used for
‘man’s best friend’?
b. What is the word for ‘recently’?
c. What is the word for
‘customers’?
d. Where can one find a
Puppaccino bar?
e. What is a Puppaccino made of?
3/4 ‰Ï«Ú ÏÓ÷Á‰ ¯ÈÁÓ / „¯«È ¯Ï«„‰
Good news and bad news – which is which and why?
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Exercise 4
Read the following interview and complete the English version.
When you’ve checked that it is correct, read it again a few times
and retell it in Hebrew, this time using only the English version
to prompt you.
»È· ’‚Ï’ˆ-«˜‡‰ ˙‡ ‰ÓÈÈÒ÷ ‰«÷‡¯‰ ˙Èχ¯◊ȉ ‰ˆ»·˜‰
:„ÏÈÊ
Ï‚¯· »„Úˆ .ÌÈȯ÷Ù‡ È˙Ï· »È‰ Ìȇ˙‰ .‰÷˜ „‡Ó ‰È‰”
ËÚÓÎ ,‰È÷ „‡Ó ËÚÓ ÌÚ ,̫ȇ ¯«˜· ,„Á»ÈÓ· ÌÈÏ»Ï˙ Ìȯ‰·
Ì«˜Ó‰ ÈÙÏ ˙ˆ˜ »¯Ó‚ Ï·‡ ˙«Â˜˙ Ô«Ó‰ ÌÚ »ÏÁ˙‰ .Ô«ÊÓ ÈÏ·
‡Ï ÌÚÙ Û‡÷ ‰ÈÂÂÁ Ï·‡ ÌÈ„ÏÈ ˜Á◊Ó ‰È‰ ‡Ï ‰Ê .Ô«¯Á‡‰
”.ÁÎ÷
The ___ Israeli team to complete the Eco challenge in New Zealand
[describe their trip]: “It was very _________. Conditions were
impossible. We marched on ______in particularly steep _________,
in extreme ______ with very little ______, _____ without food.
We ______ with high _______ but we _________a little before the
last ________. It was no child’s play but ___ _________ that we will
______ _______.”
Exercise 5
Peter loves films and scans the entertainments pages to see what
is on that evening. Is he missing anything or is it just as well he is
expected at his farewell party? Can you say what films are showing?
(The Hebrew and English titles are similar.)
Ú»·÷‰ Ú«Ï«˜·
2.30; 4.30; 6.30; 8.30 :· ·¯ Ú Ï Î :È ·χ Ú«Ï«˜
‰ÙÈ ‰÷ȇ
˙«È¯‡‰ ÍÏÓ
Ò¯ÙÒ˜‡ ËÈȯ«‡· Áˆ¯
¯Ë«¬ ȯ‡‰
(¯ÈÙÒ˜÷) ıȘ-ÏÈÏ Ì«ÏÁ
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Reading comprehension
Important people ÌÈ·»÷Á ÌÈ÷‡
This is an unusual item for such a heading. Read on to see why.
The Pope is visiting Israel: he arrives at Ben Gurion Airport and
immediately tells the driver sent to take him to Jerusalem, that he
is in a hurry and must get there in 15 minutes. Read through the
new vocabulary list before you start on the dialogue. Once you’ve
read it, can you tell again it to a friend, in English? In Hebrew?
Vocabulary
¯«ÈÙȬ‡‰
«„«·Î
the Pope
ha’apifyor
Your Holiness
(lit. ‘his’/your) Honour
kvodo
impossible
bilti efshari
licence
choice
to arrest
what do you
(lit. ‘does that’) mean?
fine, penalty
government minister
chief of staff (army)
president
talk(s) nonsense
ȯ÷Ù‡ È˙Ï·
Ô«È÷¯
rishayon (rishyonot m. pl.)
‰¯¯·
brerah (f.)
(¯-ˆ-Ú) ¯«ˆÚÏ
la’átsor ÏÚÙ
?˙¯Ó«‡ ˙‡Ê ‰Ó
ma zot oméret?
Ò˜
¯◊
sar
*Ï”ÎËÓ¯
ramatkal (rosh ha’mateh
ÈÏÏΉ ‰ËÓ‰ ÷‡¯
ha’klali)
(‰)‡È◊
nasi
˙«È»Ë÷ ¯·„Ó
medaber shtuyot
knas (m.)
˙«ÁÙÏ ˙Á˜«Ï ‰ÚÈÒ‰ .ȯ÷Ù‡ È˙Ï· ‰Ê ,«„«·Î Ï·‡
È˙«‡ ¯«ˆÚ˙ ‰¯Ë÷Ó‰ È„Ó ¯‰Ó ÚÒ‡ ̇ .‰Ú÷ ȈÁ
.Ô«È÷ȯ‰ ˙‡ ÈÏ »Á˜ÈÂ
:‚‰
˙‡ ÈÏ Ô˙ ,‰¯¯· Ôȇ .¯‰Ó ÚÈ‚‰Ï Á¯Î»Ó È‡ :¯«ÈÙÈÙ‡‰
.ÈÓˆÚ· ‚‰‡ È‡ ,‰÷˜·· ˙«Á˙ÙÓ‰
.‰ˆ«¯ ‰˙‡÷ Íȇ
:‚‰
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The Pope sits at the wheel, steps on the accelerator and drives at
150 km an hour. It’s not long before a policeman stops him. The
policeman takes a look at the driver and calls his boss.
ÚÒ ‡»‰ .˙¯˙»Ó‰ ˙»¯È‰Ó‰ ÏÚ ¯·Ú÷ ‚‰ ‰Ù ÈÏ ÷È :‡ ¯Ë«÷
?˙«◊ÚÏ ‰Ó ,‰Ú÷Ï ¯ËÓ«ÏȘ 150
,Ò˜ «Ï ˙˙Ï :˙«◊ÚÏ Íȯˆ÷ ‰Ó ?˙¯Ó«‡ ˙‡Ê ‰Ó :· ¯Ë«÷
…È»Ï˙ .«˙«‡ ¯«ˆÚÏ ,‰˙÷ ‡»‰ ̇ ˜«„·Ï
.·»÷Á „‡Ó ÷ȇ ‡»‰ ,Ë»÷Ù ÍÎ ÏÎ ‡Ï ‰Ê :‡ ¯Ë«÷
?‰Ï÷ÓÓ· ¯◊ ‡»‰ ,‰Ó ?·»÷Á ‰ÓÎ :· ¯Ë«÷
.·»÷Á ¯˙«È ,‡Ï :‡ ¯Ë«÷
?‡È◊‰ ,Ï”ÎËÓ¯‰ ‡»‰ ,‰Ó :· ¯Ë«÷
.·»÷Á ¯˙«È „«Ú ,‡Ï :‡ ¯Ë«÷
÷‡¯ ?‡È◊‰Ó ·»÷Á ¯˙«È ÈÓ ,˙«È»Ë÷ ¯·„Ó ‰˙‡ ‰Ó :· ¯Ë«÷
?‰Ï÷ÓÓ‰
.·»÷Á ¯˙«È ‰·¯‰ ,‡Ï :‡ ¯Ë«÷
?‰Ê ÈÓ Ê‡ ,¯·Î » :· ¯Ë«÷
.«Ï÷ ‚‰‰ ‡»‰ ¯«ÈÙÈÙ‡‰ Ï·‡ ,Ú„«È ‡Ï È‡ :‡ ¯Ë«÷
Exercise 6
Peter’s farewell party. Can you
identify his guests? You will have
met them at least once on your
way through the book.
(To remember where, check in
the key to the exercises.)
!Í˙«‡ È˙¯Î‰ ‡Ï :ÒÏÊ«‚ ‰È¯Ó
?Ô«Î, ÈÏ ‰ÁÈψ‰ ‰Ë‡È„‰ :ÈÒ«È
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!ÏΫ‡‰ ÌÚ ˙«ÈÚ· ‰◊«Ú ‰˙‡ ÈÏ ˜¯ :ȯ»‡ Ï÷ ‡Óȇ
.Ô«·‡È˙‰ ÈÏ ¯·Ú ÂÈ÷ÎÚ :ȯ»‡
…‰È»Ù ‰Ú÷ ÈÏ ÷È ·¯Ú· ˙·÷· ,‡·‰ Ú»·÷· :‰ÏÈ‚Ï È„‚
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… ¯˜È „‡Ó ÏΉ ,ÌÚÙ «ÓÎ ‡Ï ÌÈÈÁ‰ ̫ȉ :‰¯«·„ ‰ÓÏ÷
„Á»ÈÓ Úˆ·Ó ÏÚ ‰Ú„«Ó »ȇ¯ ,„ÈÓ˙ ‡Ï :Ò»·«Ë«‡‰Ó ‚»Ê‰
… ‰˜È¯Ó‡ Ì«¯„Ï ÌÈÚÒ« »Á‡ ÂÈ˙Ò·Â
?‰¯È„ ˙¯·Ú ¯·Î :ÏÚÈÏ ‰ÓÁ
!‰È-»Ïω :¯ËÈÙÏ ‰È‡Ó
‡«¯˜Ï ‰ˆ«¯ ˙‡ :‰È‡ÓÏ ¯ËÈÙ
?ÂÈ÷ÎÚ ‰Ê ÏÎ ˙‡
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!È˙ÏÁ˙‰ ˜¯ ?Ì«‡˙Ù ‰Ó ?Ò¯»˜‰ ˙‡ È˙¯Ó‚
Key to exercises
Unit 1
Exercise 2
d=
„ , ts = ˆ , v = ·
Exercise 3
Bran Flakes
Exercise 4
1:
Ì»„ ,Û„ ,˙Ï„ ,„„
d:
Ï‚¯ ,·¯ ,È«¯ ,ı¯
r:
2:
‰ÎÂÁ ,̯Á ,˜Á◊Ó ,‰ÁÓ
kh:
‰˙Ó ,„¯˙ ,‰¯«˙ ,‰»Ó˙
t:
3:
‰ÙˆÓ ,¯ÂÙȈ ,‰„ˆÓ ,ψ
ts:
·¯Ú ,‰ÚÓ ,ÏÚ ,Ú‚¯
ayin:
4:
Ï„ÁÓ ,ÌÁÏ ,ËÈÈÁ ,ÏÁÓ ,·ÏÁ
kh:
ÌÂȉ ,„Ïȉ ,̉Ï
h:
5:
Ï»· ,‰·Ï ,ʯ·
v or b:
kh or k: ¯˙Î ,÷˙ÎÓ ,¯»„Î ,¯ÈÈÎÓ ,Ê«¯Î
Exercise 5
n = 3;
z = 6;
final kh = 5; sh = 4;
s = 9;
d = 7;
ts = 10;
b = 1;
final n = 2; r = 8
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Exercise 6
k = 3,11
t = 2,4
silent = 5,10
s = 8,12
v = 1,6
kh = 7,9
Exercise 7
1 3, 6, 8, 9
2 8, 9, 10
Exercise 8
1 1, 3, 7, 10, 11
Exercise 9
mi, ki, li, shir, ir, pil, sir, din, kir
Exercise 10
lo, po, tov, tom, nof, zol, sod, khol, tor
Exercise 11
sus, tut, hu, bul, mul, gur, shum, kum, dud
Exercise14
1d spaghetti spageti; 2e coffee kafeh; 3c hamburger hamburger;
4b popcorn pop-korn; 5a pizza pitsah
Exercise 15
You must be mad to learn Hebrew, but if you can read this (dis)
you are doing very well (vel).
Exercise 16
1b (shókolad); 2e (dip dip mini creker); 3a (diet koka kolah);
4d (te limon); 5c (krem fresh)
274
Exercise 17
1
2
Unit 2
Exercise 1
,Ô«„«ÏÓ ‡Ï È‡ ,?Ô«„«ÏÓ ‰˙‡ ,Ôȯ‚ ¯ËÈÙ È‡ ,?Ôȯ‚ ¯Ó ‰˙‡
ȇ«˙ÈÚ È‡ ?¯«ÒÙ«¯Ù ‰˙‡ ,„¯«ÙÒ˜«‡Ó È‡
Exercise 2
?Ôȯ‚ ¯Ó ‰˙‡ ,‰ÁÈÏÒ :˙È«Ó ‚‰
.ԉΠ¯Ó È‡ ,‡Ï :ԉΠ¯Ó
Ô«˙¯˘ Ô«ÏÓÏ ÂÈ˘ÎÚ !χ¯◊ÈÏ ‡·‰ Í»¯· ,Ì«Ï˘ :˙È«Ó ‚‰
?ÔÎ ,·È·‡-Ï˙·
.‰÷˜·· ÔÎ :ԉΠ¯Ó
?Ô«„«ÏÓ ‰˙‡
:‚‰‰
.˜¯«È-»ÈÓ È‡ ,Ô«„«ÏÓ ‡Ï È‡ ,‡Ï :ԉΠ¯Ó
?ȇ«˙ÈÚ ‰˙‡ - ˜¯«È-»È !‰‡
:‚‰‰
.¯«ÒÙ«¯Ù È‡ ,‡Ï :ԉΠ¯Ó
nehag monit: slikhah, atah mar grin?
mar kohen:
lo, ani mar kohen.
nehag monit: shalom, barukh ha’ba l’isra-el! akhshav l’malon
sheraton b’tel aviv, ken?
mar kohen:
ken b’vakashah.
ha’nehag:
atah mi’london?
mar kohen:
lo, ani lo mi’london, ani mi’nyu-york.
ha’nehag:
ah! nyu-york – atah itonay?
mar kohen:
lo, ani profesor.
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Exercise 4
l’malon hilton, mi’ramat gan, l’eilat, mi’pétakh tíkvah,
b’manchester, l’birmingham, b’venetsuelah
,¯ËÒ’ˆÓ· ,‰Â˜˙-Á˙ÙÓ ,˙ÏÈ‡Ï ,Ô‚-˙Ó¯Ó ,Ô«ËÏȉ Ô«ÏÓÏ
‰Ï‡»ˆ· ,̉‚ÈӯȷÏ
Exercise 5
1
2
3
4
5
6
khanah (Hannah) me’argentinah?
manuelah me’ostraliyah?
shilah mi’brazil?
sashah me’amerikah?
charli chaplin mi’rúsiah?
pedro mi’meksiko?
lo,
lo,
lo,
lo,
lo,
lo, khanah (Hannah) lo
me’argentinah
manuelah lo me’ostraliah
shilah lo mi’brazil
sashah lo me’amerikah
charli chaplin lo mi’rúsiah
pedro lo mi’meksiko
Exercise 6
1 ha’malon, ha’profésor, ha’itonay, ha’monit
˙È«Ó‰ ,ȇ«˙ÈÚ‰ ,¯«ÒÙ«¯Ù‰ ,Ô«ÏÓ‰
2 ha’malon v’ha’lobi, ha’pitsa v’ha’kafeh, ha’itonáy v’ha’profesor
¯«ÒÙ«¯Ù‰Â ȇ«˙ÈÚ‰ ,‰Ù˜‰Â ‰ˆÈÙ‰ ,È·«Ï‰Â Ô«ÏÓ‰
Exercise 7
Ï»¬¯·ÈÏÓ Ì‰
‰ÈÏËÈ‡Ó ‡»‰
„¯«Ù˯ËÒÓ ‡»‰
»„«‰Ó ‡È‰
‰ÈÏ‚‡…Ó È‡
,‡Ï
,‡Ï
,‡Ï
,‡Ï
,‡Ï
?Ï«ËÒȯ·Ó ÒÏËÈ·‰
?‰ÈÒ»¯Ó ÈÈÏ«Ò»Ó
?«‚ÊÏ‚Ó ¯ÈÙÒ˜˘
?‰ÈÏ‚‡Ó È„‚ ‰¯È„ȇ
?‰Ï‡»ˆÂÂÓ ‰˙‡
1
2
3
4
5
Exercise 8
1 eyfoh ha’big ben?
ha’big ben b’london
2 eyfoh ha’akropolis? ha’akropolis
b’atunah
3 eyfoh noterdam
(Notre Dame)
noterdam b’pariz
Ô«„«Ï· Ô· ‚È·‰
‰»˙‡· ÒÈÏ«Ù¯˜‡‰
Êȯٷ Ì„¯Ë«
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4 eyfoh ha’kremlin?
5 eyfoh ha’koloseum
‰ÈÒ»¯· ÔÈÏÓ¯˜‰
ha’koloseum b’roma ‡Ó«¯· Ì»‡ÈÒ«Ï«˜‰
ha’kremlin b’rusyah
6 eyfoh ha’pentagon? ha’pentagon b’vashington
Ô«Ë‚È˘Â· Ô«‚ËÙ‰
Exercise 9
1/ ‰
The hamburger is from McDonald’s
2/ ‡
The lobby is in the hotel
3/ ·
The tourist is from America
4/ „
The university is in Oxford
5/ Â
Coffee is from Columbia
6/ ‚
The Eskimo lives in an igloo
Exercise 10
‰ˆÈÙ
Exercise 11
monit (f.)
khaverah (f.)
érev (m.)
pitseríyah (f.)
malon (m.)
teatron (m.)
ótobus (m.)
kafitéryah (f.)
belgiyah (f.)
muzeon (m.)
amsterdam (f.)
˙È«Ó
‰¯·Á
·¯Ú
‰ÈȯˆÈÙ
Ô«ÏÓ
Ô«¯Ë‡È˙
Ò»√«Ë«‡
‰È¯ËÙ˜
‰ÈÈ‚Ï·
Ô«‡Ê»Ó
Ì„¯ËÒÓ‡
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Exercise 12
,˙·Î¯ ˙‡Ê ,˙È· ‰Ê ,È·χ ·«Á¯ ‰Ê ,·«Á¯ ‰Ê ,Ô«ÙÏË ‰Ê
¯ÈÚ ˙‡Ê ,Ò»·«Ë«‡ ‰Ê ,¯„Á ‰Ê ,˙»Á ˙‡Ê ,„¯◊Ó ‰Ê
Exercise 13
eyfoh ha’télefon, b’vakashah?
eyfoh ha’misrad?
ha’misrad bi’rkhov dizengof,
nakhon?
?‰÷˜·· Ô«ÙÏˉ ‰Ùȇ 1
„¯◊Ó‰ ‰Ùȇ 2
?Ô«Î ,Û«‚ÊÈ„ ·«Á¯· „¯◊Ó‰ 3
zeh ha’ótobus li’rkhov dizengof? ?Û«‚ÊÈ„
shalom, l’hitra-ot!
·«Á¯Ï Ò»·«Ë«‡‰ ‰Ê 4
!˙«‡¯˙‰Ï ,Ì«Ï÷ 5
Exercise 14
Eyal:
Daniel:
Eyal :
Daniel :
Eyal :
Daniel :
EYAL :
DANIEL :
EYAL :
DANIEL :
EYAL :
DANIEL:
shalom, ani eyal barenboim, na-im me-od.
daniel berkovich, na-im me-od. me’áyin atah eyal?
ani me’argentinah.
atah mevaker mishpakhah o tayar?
lo, ani lo mevaker mishpakhah, v’gam lo b’diyuk
tayar. Ani musikay v’ani poh l’kontsert. v’mah atah
oseh?
ani sportay ba’olimpyádah. ani gam gar poh ba’áretz.
Shalom, I’m Eyal Barenboim; pleased to meet you.
Daniel Berkovitch, pleased to meet you. Where are you
from Eyal?
I’m from Argentina.
Are you visiting family or (are you) a tourist?
I’m not visiting family, and (I’m ) also not exactly a
tourist. I’m a musician, and I’m here for a concert.
And what do you do?
I’m a sportsman in the Olympics. I also live here
in Israel.
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Unit 3
Exercise 1
1 lo, ani lo ba’misrad ha’bóker. No, I’m not in the office this
morning.
2 Are you in the office today? atah ba’misrad ha’yom?
?̫ȉ „¯◊Ó· ‰˙‡
lo, ani lo ba’ir kol ha’yom. No, I’m not in town all day.
3 Are you in the office this week? atah ba’misrad ha’shavú-a?
?Ú»·÷‰ „¯◊Ó· ‰˙‡
lo, ani b’kurs ha’shavú-a. No, I’m on a course this week.
4 Are you in the office this month? atah ba’misrad ha’khódesh?
?÷„«Á‰ „¯◊Ó· ‰˙‡
lo, ani b’kurs kol ha’khódesh v’akhar kakh b’tenerif.
No, I’m on a course all month and afterwards in Tenerife.
5 Are you in the office this year? atah ba’misrad ha’shanah?
?‰÷‰ „¯◊Ó· ‰˙‡
ha’shanah? lo batú-akh … This year? (I’m) not sure …
Exercise 2
?·¯Ú‰ Ë¯Ò ˙«‡¯Ï ¯÷Ù‡
efshar le’vaker ba’kibuts b’isra-el ?χ¯◊È· ı» √Ș · ¯˜ ·Ï ¯ ÷Ù‡
?Ô«ÏÓ· ¯„Á√ Ò˜Ù ·«˙ÎÏ ¯÷Ù‡
efshar li’khtov faks ba’khéder
efshar li’r-ot séret ha’érev
ba’malon
efshar la’lekhet la’supermarket
efshar la’khshov b’shéket
b’vakashah
?˘¯Ó¯¬»ÒÏ ˙ÎÏÏ ¯÷Ù‡
?‰÷˜·· ˘÷· ·÷ÁÏ ¯÷Ù‡
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Exercise 3
·˘«Á
˙·˘«Á
ÌÈ·˘«Á
˙«·˘«Á
khoshev
khoshévet
khoshvim
khoshvot
‡»‰ ,‰˙‡ ,È‡
‡È‰ ,˙‡ ,È‡
̉ ,Ì˙‡ ,»Á‡
Ô‰ ,Ô˙‡ ,»Á‡
Masculine singular
Feminine singular
Masculine plural
Feminine plural
Exercise 4
ÌÈ„·«Ú ̉
˙«„·«Ú Ô‰
ÌÈ„·«Ú »Á‡
ÌÈ„Ó«Ï Ì˙‡
˙«„Ó«Ï Ô˙‡
- „·«Ú ‡»‰
- ˙„·«Ú ‡È‰
„·«Ú È‡
- „Ó«Ï ‰˙‡
- ˙„Ó«Ï ˙‡
Exercise 5
Talia is thinking on the train ˙·Î¯· ˙ · ÷«Á ‰ÈÏË 1
talia khoshévet ba’rakévet
Sarah and Hannah learn Hebrew
˙ȯ·Ú ˙«„Ó«Ï ‰Á ‰¯◊ 2
sara v’khanah lomdot ivrit
Victor works in a shop
˙»Á· „·«Ú ¯«Ë˜È 3
victor oved b’khanut
Sally is writing a cheque in the bank
˜·· ˜'ˆ ˙·˙«Î ÈÏ‡Ò 4
sali kotévet tchek ba’bank
Exercise 6
1 éfes efes tésha shéva shtáyim – shalosh – árba shtáyim
khamesh – shéva árba tésha shesh
2 éfes éfes árba árba – shtáyim éfes shéva – shalosh shesh
khamesh – shmóneh akhat shesh efes
3 éfes shtáyim – shalosh éfes shéva – tésha khamesh shmóneh
akhat
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Exercise 7
÷ÓÁ =
¯◊Ú =
Ú÷˙ =
÷ÓÁ =
3
4
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Exercise 8
ÌÈ«˜ ‡Ï »Á‡ 3
˙«ˆ«¯ Ô‰ 6
˙·÷«Á ‡È‰ 2
·÷«Á ‰˙‡ 5
(rotsah) ‰ˆ«¯ ‡Ï ˙‡ 8
ÌÈ·˙«Î ̉
Ìȇ«¯ Ì˙‡
˙««˜ Ô˙‡
(ro-eh) ‰‡«¯ ‡Ï ‡»‰
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4
7
9
Exercise 9
1
We would like to buy a
computer, please.
.‰÷˜·· ·÷ÁÓ ˙«˜Ï ÌȈ«¯ »Á‡ —
«‡ ˙È·Ï ·÷ÁÓ ÌȈ«¯ Ì˙‡ —
?„¯◊ÓÏ
.˙È·· ÌÈ„·«Ú »Á‡ .‰÷˜·· ˙È·Ï —
Would you like a computer for
the house or for the office?
For the house, please.
We work at home.
2
What are you doing?
I’m writing a letter to
my (girl)friend.
? (osah) ‰◊«Ú ˙‡ ‰Ó —
.ÈÏ÷ ‰¯·ÁÏ ·˙ÎÓ ˙·˙«Î È‡ —
? (oseh) ‰◊«Ú ‰˙‡ ‰Ó —
I’m talking on the phone and
·÷«Á ԫÙÏË· ¯·„Ó È‡ —
thinking of what to do this evening.
.·¯Ú‰ ˙«◊ÚÏ ‰Ó
And what are you doing?
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Exercise 10
1 True.
2 True.
3 False. They are planning to meet at the museum.
4 False. She has not bought them yet and needs to go to town to
do so.
5 True.
6 False. Hannah’s mother suggests coming at 7 p.m., but Hannah
is going to a friend and will not be back home before 9 p.m.
Unit 4
Exercise 1
,‰È¯ËÙ˜· ’ıÈ„Ò ,˯ˆ«˜Ï ÒÈ˯Ή ˙‡ ,‰ˆÈÙ ‰«˜ ÏÁ¯
Ë¯Ëȇ· Ô«ÙÏˉ ˙‡ ,ԫȯ»‚ Ô· ·«Á¯· ˙È·‰ ˙‡
Exercise 2
.·ÏÁ ÌÚ ‰˙ ‰˙«÷ ‰Á
daliah ohévet et ha’meltsar
.¯ˆÏÓ‰ ˙‡ ˙·‰«‡ ‰ÈÏ„
piter ro-eh et tamar ba’mis-adah .‰„ÚÒÓ· ¯Ó˙ ˙‡ ‰‡«¯ ¯ËÈÙ
ben okhel khumus b’pitah
.‰˙ÈÙ· Ò»Ó»Á ÏΫ‡ Ô·
piter v’maya rotsim yáyin
.ÔÈÈ ÌȈ«¯ ‰È‡Ó ¯ËȬ
tamar v’sarah lo ohavot .‰„ÚÒÓ‰ ˙‡ ˙«·‰«‡ ‡Ï ‰¯ ◊ ¯Ó˙
khanah shotah teh im khalav
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6
et ha’mis-adah
miriam lo shotah yáyin o kafe
sarah v’maya ro-ot et
ha’meltsar al yad ha’ótobus
.‰Ù˜ ‡ ÔÈÈ ‰˙«÷ ‡Ï ÌÈ¯Ó 7
¯ˆÏÓ‰ ˙‡ ˙«‡«¯ ‰È‡Ó ‰¯◊ 8
.Ò·Âˇ‰ „È ÏÚ
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Translation
1 Hannah is drinking tea with milk.
2 Dalia likes/loves the waiter.
3 Peter sees Tamar in the restaurant.
4 Ben is eating homous in a pitta.
5 Peter and Maya want wine.
6 Tamar and Sarah don’t like the restaurant.
7 Miriam does not drink wine or coffee.
8 Sarah and Maya see the waiter next to/near the bus.
Exercise 3
˙«„ÈË÷Ù
ÌÈÏȈÁ
ÌȯˆÏÓ
ÌÈËȯÙ˙
˙«„ÚÒÓ
ÌÈ·˙ÎÓ
ÌÈÒÈ˯Î
ÌÈÒ»·«Ë«‡
˙«Á˙
ÌȈ»·È˜
ÌȯÙÒÓ
˙«È»Á
‰„ÈË÷Ù
ÏȈÁ
¯ˆÏÓ
ËȯÙ˙
‰„ÚÒÓ
·˙ÎÓ
ÒÈ˯Î
Ò»·«Ë«‡
‰Á˙
ı»·È˜
¯ÙÒÓ
˙»Á
Exercise 4
˙«˜¯È
khásot (f.)
˙«ÒÁ betsalim (m.) ÌÈψ· agvaniyot (f.) ˙«È·‚Ú
limonim (m.) ÌÈ«ÓÈÏ melafefonim (m.) ÌÈ«ÙÙÏÓ
pilpelim (m.) ÌÈÏÙÏÙ gzarim (m.) Ìȯʂ
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˙«¯ÈÙ
tapuzim (m.)
ÌÈÊ»Ù˙ anavim (m.) ÌÈ·Ú agasim (m.) ÌÈÒ‚‡
banánot (f.) ˙«· tapukhim (m.) ÌÈÁ»Ù˙
kilográm(im) (m.) ÌÈÓ¯ ‚«ÏȘ ̯ ‚«ÏȘ
Exercise 5
ÌÈÏÙÏÙ ‰Ú·¯‡ khása akhat ˙Á‡ ‰ÒÁ
khamishah melafefonim ÌÈ«ÙÙÏÓ ‰ ÷ÈÓÁ
shney kilogram anavim ÌÈ·Ú Ì¯‚ «ÏȘ È ˘
kilo tapuzim ÌÈÊ»Ù˙ * ̯ ‚«ÏȘ
shmonah limonim ÌÈ«ÓÈÏ ‰«Ó ÷
éser beytsim ÌÈ ˆÈ· ¯◊Ú shesh agvaniyot ˙«È ·‚ Ú ˘ ÷
tish-ah agasim ÌÈÒ‚‡ ‰Ú÷˙ shney bezalim ÌÈÏ ˆ · È ÷
shtey banánot ˙«· È˙÷ shiv-ah gzarim ÌÈ¯Ê ‚ ‰ Ú· ÷
arba-ah, pilpelim
*You will often hear ‘kilo’ instead of ‘kilogram’
ÌÈÊ»Ù˙ «ÏȘ
Exercise 6
;‰÷˜ ;ÌÈί ;‰¯˜ ;˙«ÓÁ ;ÌÈ˘ ;˙«Ï«„‚ ;‰÷È ;ÌÈ÷„Á
ÌÈÈ¯Ë ;˙«ÓÈÚË ;‰ÙÈ ;‰˜ÊÁ ;‰¯Ó ;˙«˜»˙Ó
Exercise 7
;Ï«„‚ ¯«ÒÙ«¯Ù 3 ;˙«Î¯ ˙«ÈÈ·‚Ú 2 ;ÌÈÓÈÚË ÌÈ·Ú 1
;ÌÈ·«Ë Ìȯ·Á 6 ;‰ÙÈ ˙ȇ«˙ÈÚ 5 ;‰˘ ı¯‡ 4
¯˜ «ÓȘ҇ 7
Exercise 8
Our suggestions:
;ÌÈ÷„Á ÌÈ„¯◊Ó ;ÌÈÚË ‚„ ;ÌÈ˘ ÌÈ’ˆÈ„Ò ;˜ÊÁ ‰Ù˜
‰¯˜ ‰¯È· ;‰÷˜ ‰ˆÈ·
284
Exercise 9
;ÌÈ÷ȉ ÌÈÒ»·«Ë«‡‰ ;÷„Á‰ ˙È·‰ ;¯˜ ‰ÏÈÏ ;ÌÈÓÈÚË ÌÈÁ»Ù˙
˙«Ï«„‚ ˙«È¯ËÙ‰
Exercise 10
8 ;ͯ 7 ;÷È 6 ;Ôȇ 5 ;Û«Ú 4 ;·‰«‡ 3 ;‰·Ï 2 ;˙«˜¯È 1
˙‡ 11 ;÷È 10 ;‰»Ë 9 ;‰÷˜
Exercise 12
Transliteration
mariyah gonzales, mis brazil, mevakéret b’kibuts eyn-gev.
mariyah, bakhurah razah, v’khatikhah, okhélet arukhat bóker
b’khadar ha’ókhel.
mariyah b’diyetah v’hi okhélet rak shtey beytsim kashot, tost
im khem-ah v’ribah, salat gadol mi’khásah, avokado, pilpelim,
melafefonim, v’batsal. hi gam okhélet korn-fleyks v’perot tri-im.
mariyah yoshévet al yad yosi ha’shamen me’ha’kibuts. gam
yosi b’diyétah.
– atah lo ohev beytsim?
– ken, ani davkah ohev beytsim: rakot, kashot, u’b’ikar
mekushkashot.
– ulay atah rotseh ketsat lékhem v’ribah?
– ken, ani me-od rotseh lékhem, ribah, gvinah v’afilu khem-ah.
– az lamah atah okhel rak yogurt?
– ki ani b’diyétah!
– az mah? gam ani b’diyétah!
– zeh lo fer.
Translation
Maria Gonzales, Miss Brazil, is visiting Kibbutz Ein-Gev. Maria, a
slim girl, gorgeous, is eating breakfast in the dining room.
Maria is on a diet and is only eating two hard-boiled eggs, toast
with butter and jam, a big lettuce salad, avocado, peppers, cucumbers and onion. She is also eating cornflakes and fresh fruit.
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Maria is sitting next to fat Yossi from the kibbutz. He is also
on a diet:
– Don’t you like eggs?
– Yes, I actually like eggs: soft- and hard-boiled, and mainly
scrambled.
– Would you perhaps like a little bread and jam?
– Yes, I would very much like bread, jam, cheese and even
butter.
– So why are you only eating yogurt?
– Because I’m on a diet.
– So what? I’m also on a diet!
– That’s not fair!
Unit 5
Exercise 1
;ÈÏ÷ ‰¯·Á‰Â ;̉Ï÷ ˙È·‰ ;«Ï÷ ‰ÁÙ÷Ó‰ ;ÈÏ÷ ¯·Á‰
‰Ï÷ ‰ÁÙ÷Ó‰ ;»Ï÷ Ìȯ·Á‰
Exercise 2
;ÈÏ÷ ˙ȯ«„ Ï÷ – »Ï÷ ÌȈȷ‰ ;ÍÏ÷ ‚„‰ ;Ô· Ï÷ Û«Ú‰ :‰ÈÏË
- ÍÏ÷ Ò»Ó»Á‰
talyah: ha’of shel ben; ha dag shelkha; ha’beytsim shelánu – shel
dorit v’sheli; ha’khúmus shelkha -
È‡Â .Ô· «‡ ˙ȯ«„ Ï÷ ‰Ê ÈÏ»‡ ,Ò»Ó»Á ·‰«‡ ‡Ï È‡ ,‡Ï :ԫχ
,ÌÈ˙ÈÊ ˙·‰«‡ ˙ȯ«„ .̉Ï÷ ‰‡¯Î Ì‚ ‰Ê ,ÈÂÂÈ ËÏÒ ÏΫ‡ ‡Ï
?‰Ï÷ ̉ Ì‚ Èχ ʇ
alon: lo, ani lo ohev khúmus, ulay zeh shel dorit o ben. v’ani lo
okhel salat yevani, zeh gam kanir-eh shelahem. dorit ohévet zeytim,
az ulay gam hem shelah?
Exercise 4
lanu
»Ï and li ÈÏ 4 lekha ÍÏ 3 lakh ÍÏ 2 lahem Ì‰Ï 1
286
Exercise 5
.÷„Á ˙È· «Ï ÷È
eyn lahem avodah ba’ir.
.¯ÈÚ· ‰„«·Ú Ì‰Ï Ôȇ
hem kotvim lánu b’anglit. .˙ÈÏ‚‡· ÌÈ·˙ÎÓ »Ï ÌÈ ·˙« Π̉
hi matsi-ah li li’fgosh bedu-im Ìȇ»„· ÷«‚ÙÏ ÈÏ ‰ ÚÈ ˆÓ ‡È‰
ba’negev.
.·‚·
anákhnu matsi-im lekha/lakh
¯»˜È· ÍÏ ÌÈÚÈˆÓ »Á‡
bikur b’atarim historiyim.
.ÌÈȯ«ËÒȉ Ìȯ˙‡·
yesh lo báyit khadash.
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2
3
4
5
Exercise 6
Ì‚ .»Ï÷ ˙È·‰ „È ÏÚ ˜¯Ù· ı¯Â 6 – · ¯˜«·· ̘ ÈÏ÷ ÔÎ÷‰
.7 -· ‰˙È·‰ Ìȇ· ̉ .˜¯Ù· ‰ˆ¯ »Ï÷ ‰Î÷‰
!˜¯Ù· ÌȈ¯ ‡Ï ‰Ù˜Ï Ì»˜Ó»˜· ÌÈÓ ÌÈÓ◊ 8 – · ÌÈÓ˜ »Á‡
ha’shakhen sheli kam ba’bóker b’shesh v’rats ba’park al yad
ha’báyit shelánu. gam ha’shkhenah shelánu rátsah ba’park. hem
ba-im ha’báytah b’shéva. anákhnu kamim b’shmóneh, samim
máyim ba’kumkum l’kafe, v’lo ratsim ba’park!
Exercise 7
b’eyzo ir hi gárah
elu/eyzeh yerakot atem okhlim
l’eyzeh kontsert aten holkhot
eyzeh iton atah koneh
?‰¯‚ ‡È‰ ¯ÈÚ «Êȇ·
?ÌÈÏΫ‡ Ì˙‡ ˙«˜¯È ‰Êȇ/»Ïȇ
?˙«ÎÏ«‰ Ô˙‡ ˯ˆ«˜ ‰ÊȇÏ
?‰«˜ ‰˙‡ Ô«˙ÈÚ ‰Êȇ
Exercise 8
.‰Ê‰ ¯ÙÒ‰ ˙‡ ?¯ÙÒ ‰Êȇ
.˙‡Ê‰ ‰ÈÙÓ˘‰ ˙‡ ?‰ÈÙÓ˘ «Êȇ
.̉‰ ÌÈÁ»Ù˙‰ ˙‡ ?ÌÈÁ»Ù˙ ‰Êȇ/»Ïȇ
.Ô‰‰ ˙«È·‚Ú‰ ˙‡ ?˙«È·‚Ú ‰Êȇ/»Ïȇ
Exercise 9
(shelakh / shelkha) ?ÍÏ÷
‡·‡Ï ÷È ˙»Á «Êȇ
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?¯ÁÓÏ (lakh) ÍÏ ÷È ˙ÈÎ˙ «Êȇ
?ËȯÙ˙· ÌÎÏ ÷È ÌÈ‚„ ‰Êȇ
?˙·÷· Ì‚ ¯˜·Ï ¯÷Ù‡ (ÌÈ)Ô«‡Ê»Ó ‰Êȇ·
?Ìȯ‚ ̉ ·«Á¯ ‰Êȇ·
?‰ÁÙ÷Ó‰ ˙‡ ˙«‡¯Ï ˙ÎÏ«‰ ˙‡ Ì«È ‰Êȇ·
Exercise 10
‡«·Ï ÌÈÏ«ÎÈ ÔÎ
‡«·Ï Ï«ÎÈ ‡Ï
‡«·Ï ˙«Ï«ÎÈ ‡Ï
‡«·Ï ÌÈÏ«ÎÈ ‡Ï
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Exercise 11
Ò»·«Ë«‡ ˙Á˙ ;˙«È¯ËÙ «Ë«Êȯ ;Ù«Ù ˙˜ÈÒ»Ó
¯ÈÚ‰ Ô«¯Ë‡˙ ;ÌÈ˙»˙ ˙·È¯ ;ÏÈ ˙„ÈÏ‚
˙È· ˙„«·Ú ;‰Ï«˜ ˜»·˜· ;‰È·‚ ˙‚»Ú
Exercise 13
adjectives
(male) people
places
ÈȈ¯
ȇ˜ÈÒ»Ó
¯ÙÒ-˙È·
ÔÈÈÚÓ
Ô·
ı»·È˜
ÔÓ÷
¯·Á
˜¯¬
¯ÈÚˆ ȯϻ٫Ù
¯ˆÏÓ
‡·Ò
·«Á¯
˙»Á
Exercise 14
Some suggested answers
˙‡ ·‰«‡ ‡Ï ‡»‰ ÈΠȬȈ „È ÏÚ ˙·÷Ï ‰ˆ«¯ ‡Ï ‰÷Ó 1
.«Ï÷ ‰ÒÈ‚‰
Moshe doesn’t want to sit next to Zippi because he doesn’t
like his sister-in-law.
.˙«¯·„Ó ‡Ï Ô‰ ÈÎ ‰¯◊ Ï»Ó ˙·÷Ï ‰Ï«ÎÈ ‡Ï ȬȈ 2
Zippi can’t sit opposite Sarah because they are not speaking.
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ÈÎ ˙ȯ«„ ϻӠ˜Â¯ ‡»‰ ÈÎ Ô˙«È „È ÏÚ ˙·÷Ï ‰ˆ«¯ ¯„ÓÒ 3
.‰Ï÷ ‰·«Ë ‰¯·Á ‡È‰
Smadar wants to sit next to Jonathan because he’s single and
facing Dorit because she’s a good friend of hers.
Ì‚ ‡È‰Â ÌÓÚ÷Ó ‡»‰ ÈÎ ÈÒ«È „È ÏÚ ˙·÷Ï ‰ˆ«¯ ‡Ï ˙ȯ«„ 4
.ÈÓÒ ˙‡ ˙·‰«‡ ‡Ï
Dorit doesn’t want to sit next to Yossi because he’s boring and
she also doesn’t like Sammy.
Unit 6
Exercise 1
khanut bgadim / khanuyot bgadim
sandal or / sandaley or
na-al sport / na-aley sport
˙«È»Á (˙«È»Á) ,ÌÈ„‚· ˙»Á
ÌÈ„‚·
¯«Ú ÈÏ„Ò (ÌÈÏ„Ò) ,¯«Ú Ï„Ò
˯«ÙÒ ÈÏÚ (ÌÈÈÏÚ) ,˯«ÙÒ ÏÚ
kóva shémesh / kova-ey shémesh
÷Ó÷ ÈÚ·«Î (ÌÈÚ·Î) ,÷Ó÷ Ú·«Î
beyt kholim / batey kholim
ÌÈÏ«Á È˙· (ÌÈ˙·) ,ÌÈÏ«Á ˙È·
simlat érev / smalot érev
·¯Ú ˙«ÏÓ◊ (˙«ÏÓ◊) ,·¯Ú ˙ÏÓ◊
Exercise 2
Plural
Singular
ıȘ È„‚·
(ÌÈÈÙ˜÷Ó ,ÌÈÈÏÚ) ,ÌÈ„‚· ˙«È»Á
‰Èȇ¯ ÈÙ˜÷Ó
÷Ó÷ ÈÙ˜÷Ó
˯«ÙÒ ˙«È»Á
Ìȯ·‚ È„‚·
‰˜ÈËÓÒ«˜ ȯˆ»Ó
¯È‡ ‚ÊÓ
Ò»·«Ë«‡‰ ˙Á˙
ÌȯÙÒ ˙»Á
‰‚‰ ̯˜
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Exercise 3
˙«Á˙«Ù ,ÌÈÁ˙«Ù ,˙Á˙«Ù ,Á˙«Ù
poté-akh, potákhat, potkhim, potkhot
˙«ÁÏ«÷ ,ÌÈÁÏ«÷ ,˙ÁÏ«÷ ,ÁÏ«÷
sholé-akh, sholákhat, sholkhim, sholkhot
˙«Ú„«È ,ÌÈÚ„«È ,˙Ú„«È ,Ú„«È
yodé-a, yodá-at, yod-im, yod-ot
˙«ÚÒ« ,ÌÈÚÒ« ,˙ÚÒ« ,ÚÒ«
nosé-a, nosá-at, nos-im, nos-ot
Exercise 4
?̫ȉ ˜·‰ ˙‡ Ìȯ‚«Ò È˙Ó Ú„«È ‰˙‡ 1
Do you know when the bank closes (do they close the bank)?
?÷Ó÷ ÈÙ˜÷Ó ÌÈ¯Î«Ó ‰Ùȇ 2
Do you know where they sell sunglasses?
?‰ÂÂˆÓ ¯·Ï ÌÈ«˜ ‰Ó 3
What does one buy for a bar mitzvah?
?‡«·Ï È˙Ó ÌÈÚ„«È Íȇ 4
When do you know when to come?
?·«¯˜ ˙Á˜¯Ó ˙È· Ìȇˆ«Ó ‰Ùȇ ˙Ú„«È ˙‡ ÈÏ»‡ 5
Do you know where one can find a pharmacy nearby?
?˜È˜ÈÙÏ ˙Á˜Ï ÌÈÎȯˆ ‰Ó 6
What do(es) we/one need to take to the picnic?
Exercise 5
*Ì«˜ÓfiÃ√à Ìȯ’œ ˆŒ¬Ã Ô»˜È˙* Ò¯«Ë«Ó ÍÒ»Ó 1b
*Ì«˜Ó· Ìȯ’ˆÙ Ô»˜È˙* Ò¯«Ë«Ó ÍÒ»Ó
musakh mótors *tikun pantsherim ba’makom*
(‘Motors’ Garage *tyres repaired on the spot*)
Ì»ÈÏÈÓ‰ ˜ÈË»·
Ì»ÈÏŒÈӉà ˜ÈË»√ 2d
(The Millennium Boutique)
(hairdresser’s Sergio) «’È‚¯Ò – ‰¯ÙÒÓ
«È’‚¯Ò – ‰¯¬ÒÓ 3a
290
(coffee shop ‰Ù˜ ˙È·) – ‰˜«Ó ‰Ù˜
‰˜fi«Ó-‰Ù˜ 4c
*˙«È¯œËŸ ˙«˙Ȭ ˙«‚»Ú* ·«Ë‰Ã ÌÚfiÃËÉ 5e
˙«ÈÈ¯Ë ˙«˙ÈÙ ˙«‚ÂÚ ·«Ë‰ ÌÚˉ
(The ‘Good Taste’ *fresh cakes and pitta bread*)
ha’tá-am ha’tov *ugot v’pítot triyot*
Exercise 6
˜È˜ ,¯◊· :ÊÈÏˇ
Ï»· :¯‡«„
ÌÈ·˙ÎÓ ¯ÈÈ ,˙««¯ÙÚ ËÚ :‰·È˙Î ÈÏÎ ˙»Á
˜È˜ ,‰ÈÓÁÏ :˙Ï«ÎÓ
ÌÈÈ·¯‚ ,‰ˆÏ»Á ,ÌÈÈÒÎÓ :˜ÈË»·
Exercise 7
.·¯Ú ˙Á»¯‡Ï Û«Ú ˙«ÏÁ ,˙È«ÎÓÏ ˜Ï„ ˙«˜Ï 1
li’knot délek la’mkhonit, khalot, v’of l’arukhat érev.
.ÌÈ˙ÈÊ ˙«È·‚ ˙«˜Ï ‰ÈÈ„ÚÓÏ ˙ÎÏÏ ‰ˆ«¯ È‡ 2
ani rotsah la’lékhet la’ma-adaniyah li’knot gvinot v’zeytim.
.ÌÈÏ»· ˙«˜Ï Ì‚ ‰Îȯˆ È‡ ʇ ,˙Á‡· ¯‡«„‰ ˙‡ Ìȯ‚«Ò 3
sogrim et ha’dó-ar b’akhat, az ani tsrikhah gam li’knot bulim.
¯ÙÒ ÈÏ»‡ .ÈÏ÷ Ô·‰ Ï÷ ¯·ÁÏ ‰˙Ó ˙«˜Ï ‰Îȯˆ Ì‚ È‡ 4
.‰ÙÈ ËÚ «‡
ani gam tsrikhah li’knot matanah la’khaver shel ha’ben sheli. ulay
séfer o et yafeh.
.ÌÈÈ˙÷· ‰¯ÙÒÓ· ¯«˙ ÈÏ ÷È 5
v’yesh li tor ba’misparah bi’shtáyim.
?÷«Ï÷· ‰Ù˜Ï ÷‚ÙÈ‰Ï ¯÷Ù‡ ÈÏ»‡ 6
ulay efshar l’hipagesh l’kafeh b’shalosh?
Exercise 8
:˙«Ï‡÷
?‰Ï«Ú ‡»‰ ‰ÓÎ ,Ì«„‡· Ï·‡ ,‰ÊÎ ÏÈÚÓ ‰ˆ«¯ È‡
?„Á»ÈÓ Úˆ·Ó ÌÎÏ ÷È
?ȇ¯÷‡ ÈÒÈ˯Π‡ ÌȘ’œ ˆ ÌÈÏ·˜Ó Ì˙‡
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:˙«·»÷˙
.Ì«„‡· ‰Ï‡Î ÌÈÏÈÚÓ »Ï Ôȇ
.Ϙ÷ 360 ‰Ï«Ú ÏÈÚÓ‰ ,‰Á‰ ȯÁ‡ .„Á»ÈÓ Úˆ·Ó »Ï ÷È
.ÌȘ’ˆ ÌÈÏ·˜Ó »Á‡ Ï·‡ ,ȇ¯÷‡ ÈÒÈ˯ΠÌÈÏ·˜Ó ‡Ï »Á‡
Exercise 9
ÌÈÓÈ ‰Ú◊˙ Ìȯ◊Ú
28/29 days (m.)
esrim u’shmonah o esrim v’tish-ah yamim
«‡ ‰«Ó÷» Ìȯ◊Ú 1
ÌÈ÷„«Á ÌÈÈ÷» Ìȯ◊Ú 2
22 months (m.) esrim u’shnayim khodashim
ÌÈÚ·¯‡ ˙«‡Ó ‰«Ó÷ ÌÈÙχ ˙«Ó÷ 3
8,848 metres (m.) ÌȯËÓ ‰«Ó ÷»
shmonet alafim shmoneh me-ot arba-im u’shmonah metrim
shesh me-ot v’éser ¯◊Ú ˙«‡Ó ÷ ÷ 4
610 (use the feminine – you are counting)
1856 ÷÷ ÌÈ÷ÈÓÁ ˙«‡Ó ‰«Ó ÷ Ûχ 5
élef shmoneh me-ot khamishim v’shesh
1969 Ú÷˙ ÌÈ÷È÷ ˙«‡Ó Ú ÷˙ Ûχ 6
élef tsha me-ot shishim v’tesha
5 khamesh (letters otiyot ˙«È˙«‡ ) ÷ÓÁ 7
Exercise 10
?ÍÏ ¯«ÊÚÏ ¯÷Ù‡
.˙÷¯·Ó Íȯˆ È‡ .‰÷˜·· ÔÎ
?ÌÈÈÈ÷ «‡ ¯Ú◊ ˙÷¯·Ó ,˙÷¯·Ó «Êȇ
?¯Ú◊‰ ˙«÷¯·Ó ‰Ùȇ .‰Ê ˙‡ Ì‚Â ‰Ê ˙‡ Ì‚ Íȯˆ È‡
.Ô«·Ò‰ „È ÏÚ ¯Ú◊‰ ˙«÷¯·Ó
?ÌÈÈÈ÷‰ ˙Á÷Ó ÌÈÈÈ÷‰ ˙«÷¯·Ó ‰ÙȇÂ
?Íȯˆ ‰˙‡ „«Ú ‰Ó .«ÙÓ÷‰ Ï»Ó Ï‡Ó˘ „ˆ· ,Ì÷
?‰Ê ‰ÓÎ .‰„«˙ ,ÏΉ ‰Ê
.‰÷˜·· ,ÌÈϘ÷ ‰÷«Ï÷» ÌÈ÷«Ï÷
?Û„«Ú ÍÏ ÷È ,Ô˘ ÛÒÎ ÈÏ Ôȇ
:¯Î«Ó
:¯ËÈÙ
:¯Î«Ó
:¯ËÈÙ
:¯Î«Ó
:¯ËÈÙ
:¯Î«Ó
:¯ËÈÙ
:¯Î«Ó
:¯ËÈÙ
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mokher:
piter:
mokher:
piter:
mokher:
piter:
mokher:
piter:
mokher:
piter:
SALESMAN:
PETER:
SALESMAN:
PETER:
SALESMAN:
PETER:
SALESMAN:
PETER:
SALESMAN:
PETER:
efshar la-azor lekha?
ken, b’vakashah. ani tsarikh mivréshet.
eyzo mivréshet, mivréshet se-ar o shinayim?
ani tsarikh gam et zeh v’gam et zeh. eyfoh mivréshet
ha’se-ar?
mivréshet ha’se-ar al yad ha’sabon.
v’eyfoh mivréshet ha’shinayim v’mishkhat
ha’shinayim?
sham b’tsad smol mul ha’shampo. mah od atah
tsarikh?
zeh ha’kol, todah. kamah zeh?
shloshim v’shloshah shkalim, b’vakashah.
eyn li késef katan, yesh lekha ódef?
Can I help you?
Yes, please. I need a brush.
What kind of (lit. ‘which’) brush, a hairbrush or
a toothbrush?
I need both (lit. ‘this and also that’). Where is the
hairbrush?
The hairbrush is next to the soap.
And where is the toothbrush and the toothpaste?
There, on the left-hand side opposite the shampoo. What
else do you need?
That’s all, thank you. How much is it?
33 shekels, please.
I haven’t any small change. Do you have change?
Unit 7
Exercise 1
Ô˜˙Ï Ï«ÎÈ ‡Ï ‡»‰ ;È¯Ë ˜¯Ó ÌÈÏ÷·Ó ̉ ;ÔÓ»ÊÓ· ˙ÓÏ÷Ó ‡È‰
˙ÏˆÏˆÓ ‡È‰ ;ÏΉ ˙‡ ¯„ÒÓ È‡ ,˙«ÈÚ· Ôȇ ;‰Ï‡‰ ÌÈÈÏÚ‰ ˙‡
̉Ï÷ Ô·‰ ˙‡ ÌÈÏ˜Ï˜Ó Ì‰ ;˙È·‰Ó
Exercise 2
˙««¯ÙÚ ÌÈ◊ÙÁÓ ‰·È˙Î ÈÏÎ ˙»Á·
b’khanut kley ktivah mekhapsim efronot
You look for pencils in a stationery shop
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‰¯ÙÒÓ· Ìȯ„ÒÓ ¯Ú◊‰ ˙‡
et ha’se-ar mesadrim ba’misparah
You have your hair done at the hairdresser
ÔÓ»ÊÓ ÌÈÏ·˜Ó ˜··
ba’bank mekablim mezuman
You get change in the bank
˙ÈÏ‚‡ Ì‚ Ìȯ·„Ó ‰¯ÙÒÓ·
ba’misparah medabrim gam anglit
At the hairdresser’s they also speak English
ÍÒ»Ó· ÌÈ˜˙Ó ·Î¯‰ ˙‡
et ha’rékhev metaknim ba’musakh
You repair the car in the garage
˜Ï„ ÌÈ«˜ ˜Ï„‰ ˙Á˙·
b’takhanat ha’délek konim délek
You buy petrol at the petrol station
Exercise 3
Danny buys them at the post office
¯‡«„· Ì˙«‡ ‰«˜ È„ 1
dani koneh otam ba’dó-ar
È˙«‡ ˙Ï·Ï·Ó ˙‡ 2
You (f.) are confusing me
at mevalbelet oti
The parents don’t want to ruin her
‰˙«‡ Ï˜Ï˜Ï ÌȈ«¯ ‡Ï Ìȯ«‰‰ 3
ha’horim lo rotsim le’kalkel otah
Dalia likes to receive them (f.,pl.)
Ô˙«‡ Ï·˜Ï ˙·‰«‡ ‰ÈÏ„ 4
daliya ohévet le’kabel otan
When can we see you (m.,pl.)?
?ÌÎ˙‡ ˙«‡¯Ï ¯÷Ù‡ È˙Ó 5
matay efshar li’r-ot etkhem?
Exercise 4
she-atáyim (two hours); yomáyim (two days);
shvu-áyim (two weeks); shnatáyim (two years);
matáyim (200); alpáyim (2000)
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Exercise 5
.Ú·¯‡Â Ìȯ◊Ú ˙· ‡È‰Â Ú·÷ Ìȯ◊Ú Ô· ‡»‰ .ÈÏÈ „„ ‰Ï‡
.ÍÏ«‰ ¯·Î ÌÈ÷„«Á ¯◊Ú ‰Ú·¯‡ Ô· ‡»‰ .̉Ï÷ ˜«È˙‰ ‰Ê
Ô·‰ ‰Ê ,÷ÓÁ ÌÈ÷È÷ Ô· ¯·Î ‡»‰ .ÈÏ÷ ‡·‡ Ï÷ Á‡ ,ÔÈË¯Ó ‰Ê
!È»÷ ‡Ï 30 Ô· ,Ï‚ «Ï˘
˙ÈË„»ËÒ ,‰¯◊Ú Ú÷˙ ˙· ‡È‰ ,ÏÎÈÓ ÈÏ÷ ‰„«„‰ ˙· ˙‡Ê
.·È·‡ Ï˙ ˙ËÈÒ¯·È»‡·
‡»‰ ,«Ï÷ ˙·‰Ó ÔÈË¯Ó Ï÷ „Î‰ ‡»‰ ,Ï‡Ó˘ „ˆ· Ô˘‰ „Ïȉ
.‰«Ó÷ Ô·
Exercise 6
in seventh heaven
at first sight
sixth sense
a second chance
a fifth column
ÈÚÈ·÷‰ ÚȘ¯·
Ô«÷‡¯ Ë·Ó·
È÷È÷ ÷»Á
‰ÈÈ÷ ˙»ӄʉ
È÷ÈÓÁ ÒÈ‚
Exercise 7
,ÔÓÊ È„Ó ¯˙«È ÈÏ Ôȇ/ ˜»ÒÚ È„Ó ¯˙«È È‡ ,ÔÓÊ ÈÏ Ôȇ 1
˜»ÒÚ È‡
I’ve no time; I’m too busy/ I haven’t too much time, I’m busy.
.ÌÈÈÏÚ‰Ó Ìȯ˜È ¯˙«È ÌÈÈ·¯‚‰ 2
The socks are more expensive than the shoes.
.ÌÈ·Á¯ ˜ÈÙÒÓ ‡Ï ÌÈÈÒÎÓ‰ 3
The trousers aren’t wide enough.
.‰‰Î ˙«ÁÙ Ú·ˆ· Ï·‡ ˙‡ÊÎ ‰ÏÓ◊ ˙◊ÙÁÓ È‡ 4
I’m looking for a dress like this but in a lighter
(lit. ‘less dark’) colour.
.Ò»·«Ë«‡‰ ˙‡ ˙Á˜Ï ¯˘‡Ó Ï‚¯· ˙ÎÏÏ ·«Ë ¯˙«È 5
It’s better to go on foot than to take the bus.
Exercise 8
1 No. She is looking for a dress for her daughter’s wedding.
2 Because the sales assistant joked that all their dresses were
special.
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3 The dress is too long, but they do alterations on the premises.
4 No, she prefers the other more expensive dress the saleswoman shows her.
Exercise 9
¯«˙ ÍÏ ÷È È˙Ó ?·«Ë ¯˙«È ÷È‚¯Ó ‰˙‡ .È„‚ Ì«Ï÷
?‡Ù«¯Ï
Ô«÷‡¯ Ì«È· ¯«˙ ÈÏ ÷È .‰„«˙ ·«Ë ¯˙«È ÷È‚¯Ó È‡ ,ÔÎ
.¯˜«··
?·¯Ú· È÷ÈÓÁ Ì«È· È»Ù ‰˙‡ ÈÏ»‡ «‡ Ú»·÷‰ ˜»ÒÚ ‰˙‡
.·¯Ú· 8.30 „Ú ,̫ȉ ÏÎ ‰ÙÈÁ· È‡ .¯ÚËˆÓ È‡ ,‡Ï
?ÈÚÈ·¯ Ì«È ÌÚ ‰ÓÂ
.ȈÁ ÷÷· «„»’‚ ÈÏ ÷È
?˙·÷Ï ÍÏ÷ ˙«ÈÎ˙‰ ‰ÓÂ
Ìȯ«‰Ï ÍÏ«‰ ÍÎ ¯Á‡Â ,¯˜«·· ÌÈÈÙ‡ Ï»ÈËÏ ÚÒ« È‡
.·¯Ú· È»Ù È‡ Ï·‡ .ÌÈȯ‰ˆ ˙Á»¯‡Ï
÷„Á‰ ˯҉ ˙‡ ˙«‡¯Ï „ÁÈ· ÍÏ ‡«· ʇ ,ÔÈ»ˆÓ
.ÔÁ Ú«Ï«˜·
!Ô«ÈÚ¯ Ï÷ ÈÙ«È
gilah:
gadi:
gilah:
gadi:
gilah:
gadi:
gilah:
gadi:
gilah:
gadi:
:‰ÏÈ‚
:È„‚
:‰ÏÈ‚
:È„‚
:‰ÏÈ‚
:È„‚
:‰ÏÈ‚
:È„‚
:‰ÏÈ‚
:È„‚
shalom gadi. atah margish yoter tov? matay yesh lekha
tor la’rofe?
ken, ani margish yoter tov, todah. yesh li tor b’yom
rishon ba’bóker.
atah asuk ha’shavú-a o ulay atah panuy b’yom khamishi
ba’érev?
lo ani mitsta-er. ani b’kheyfah kol ha’yom, ad shmóneh
va’khétsi ba’érev.
v’mah im yom revi-i?
yesh li judo b’shesh va’khétsi.
v’mah ha’tokhniyot shelkha l’shabat?
ani nosé-a l’tiyul ofanáyim ba’bóker, v’akhar kakh
holekh la’horim l’arukhat tsohoráyim. aval ani panuy
ba’érev.
metsuyan, az bo nelekh b’yákhad li’r-ot et ha’séret
ha’khadash b’kolnó-a khen.
yófi shel ra-ayon!
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GILAH:
GADY:
GILAH:
GADY:
GILAH:
GADY:
GILAH:
GADY:
GILAH:
GADY:
Hello Gady, are you feeling better? When is your doctor’s
appointment?
Yes, I’m feeling better, thank you. I’ve an appointment on
Sunday in the morning.
Are you busy this week, or are you perhaps free on Thursday
evening?
No, I’m sorry. I’m in Haifa the whole day until 8.30 in the
evening.
And what about Wednesday?
I’ve got judo at 6.30.
And what are your plans for shabat (Saturday)?
I’m going on a bike ride in the morning, and afterwards to my
parents for lunch. But I’m free in the evening.
Excellent, so let’s go to see the new film at the Khen cinema
together.
Great idea!
Unit 8
Exercise 1
Ô«Î 7 Ô«Î 6 Ô«Î ‡Ï 5 Ô«Î ‡Ï 4 Ô«Î ‡Ï 3 Ô«Î 2 Ô«Î 1
Exercise 2
˙«ÚÈˆÓ ,ÌÈÚÈˆÓ ,‰ÚÈˆÓ ,ÚȈÓ
matsí-a / matsi-ah / matsi-im / matsi-ot
˙«ÚÈ‚Ó ,ÌÈÚÈ‚Ó ,‰ÚÈ‚Ó ,ÚÈ‚Ó
magí-a / magi-ah / magi-im / magi-ot
˙«ËÈÏÁÓ ,ÌÈËÈÏÁÓ ,‰ËÈÏÁÓ ,ËÈÏÁÓ
makhlit / makhlitah / makhlitim / makhlitot
Exercise 3
÷ÓÁÏ ‰¯◊Ú / ÌÈ÷ÈÓÁ ڷ¯‡
¯˜·· ÷÷Ï ‰÷ÈÓÁ / ÷ÓÁ ÌÈ÷ÈÓÁ ÷ÓÁ
÷«Ï÷Ï ˙«˜„ ÷ÓÁ Ìȯ◊Ú/ ÷ÓÁ ÌÈ÷«Ï÷ ÌÈÈ˙÷
ÌÈȯ‰ˆ‰ ȯÁ‡
4.50
5.55
2.35
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Ú·÷ ȯÁ‡ ˙«˜„ ‰¯◊Ú ÷÷ / ˙«˜„ ‰¯◊Ú ÷÷ ڷ÷ 7.16
·¯Ú·
ÌÈ÷«Ï÷» ÷÷ / ȈÁ ÷÷ 6.30
ȯÁ‡ ˙«˜„ ÌÈÈ˙÷» ÌÈ÷«Ï÷ / ÌÈÈ˙÷» ÌÈ÷«Ï÷ ˙Á‡ 1.32
˙Á‡
‰«Ó÷» ÌÈ÷ÈÓÁ ‰¯◊Ú ˙Á‡ / ˙«ˆÁ ÈÙÏ ˙«˜„ È˙÷ 11.58
‰ÏÈÏ·
Exercise 4a
Ú·÷Ï Ú·¯ / ÷ÓÁ ÌÈÚ·¯‡ ÷÷
shesh arbaim v’khamesh
‰÷ÈÓÁ ڷ÷
shéva v’khamisha
(˙«˜„) ÌÈÈ˙÷» Ìȯ◊Ú Ú·÷
shéva esrim u’shtáyim (dakot)
‰¯◊Ú ˙«ÁÙ ‰«Ó÷ / ‰«Ó÷Ï ‰¯◊Ú/ ÌÈ÷ÈÓÁ ڷ÷
shéva v’khamishim / asarah l’shmóneh / shmóneh pakhot asarah
Exercise 4b
;˙«˜„ ¯◊Ú 3 ;˙«˜„ ‰¯◊Ú Ú·÷ 2 ;˙«˜„ Ìȯ◊Ú 1
(Ú·¯Â ‰Ú÷) ˙«˜„ ‰¯◊Ú ÷ÓÁ ‰Ú÷ 4
Exercise 5
yotse / yotset / yots-im / yots-ot
˙«‡ˆ«È ,Ìȇˆ«È ,˙‡ˆ«È ,‡ˆ«È
Exercise 6
;‰¯◊Ú ڷ÷· ÏΫ‡…2 ;Ú·÷Ï Ú·¯· ̘…1
;ȈÁ ڷ÷· ˙È·‰Ó ‡ˆ«È…3
÷ÓÁ ÌÈ◊«Ï◊ Ú·÷· Ò»·«Ë«‡ Á˜«Ï…4
Exercise 7
he doesn’t know the way
makir
he telephones a friend of his
metalfen
¯ÈÎÓ 1
ÔÙÏËÓ 2
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l’hakhlif
he has to change his shirt
his mother suggests [giving] him a lift matsi-ah
makhlitim
they decide to drive a new way
ÛÈÏÁ‰Ï 3
‰ÚÈˆÓ 4
ÌÈËÈÏÁÓ 5
Exercise 8
.ÌÏ«Ú· ·È„ ÈΉ ‡»‰ ÈÏ÷ ÏÚ·‰
My husband is the most generous [man] in the world.
.ÌÈÏ«Á‰ ˙È·· ·«Ë ÈΉ ‡Ù«¯‰ ‡»‰ ÈÏ÷ Ô·‰
My son is the best doctor in the hospital.
.ı¯‡· ˙ÈÈÚÓ ÈΉ ˙ȇ«˙ÈÚ‰ ‡È‰ ÈÏ÷ ˙·‰
My daughter is the most interesting journalist in the country.
.¯ÙÒ‰ ˙È·· ÌÎÁ ÈΉ ‡»‰ ÈÏ÷ „Î‰
My grandson is the cleverest in the school.
.(mi’kulam) ÌÏ»ÎÓ ‰Ùȉ ‡È‰ ÈÏ ÷ ‰ „ Î‰
My granddaughter is the prettiest of all.
Exercise 9
Four steps backwards, two steps down, one step forwards, one step
up, one more step upwards, three steps forward – and you’re back
where you started!
Ê
Â
‰
„
‚
·
‡
1
2
3
4
Exercise 10
1. Dizengoff Centre – dizengof senter
2. Carmel market shuk ha’karmel
¯ËÒ Û«‚ÊÈ„ 1
ÏӯΉ ˜»÷ 2
„Ú ¯÷È ‰ÎÈ÷ÓÓ ,χÈ„ ·«Á¯Ï ‰ÈÓÈ ‰«Ù ˙‡ ÏӯΉ ˜»÷Ó
·«Á¯Ï „Ú ¯÷È .‰ÈÓÈ ·»÷ ‰«Ù Ô«˜¯È‰ ·«Á¯·Â Ô«˜¯È‰ ·«Á¯Ï
χÓ◊ „ˆ· ‰¯Ù«‡‰ Ï„‚Ó ,È·χ ·«Á¯ ˙‡ ‰ˆ«Á ˙‡ ,È·χ
.Ô«˜¯È‰ ·«Á¯·
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mishuk hakarmel at ponah yáminah li’rkhov dani-el, mamshikhah
yashar ad li’rkhov ha’yarkon u’bi’rkhov ha’yarkon ponah shuv
yáminah. yashar ad li’rkhov álenbi, at khotsah et rekhov álenbi,
v’migdal ha’ópera b’tsad smol bi’rkhov ha’yarkon.
Exercise 11
, (in Venice) ‰¯ÈÒ 5 ,˙ȇ◊Ó 4 ,˙ÈÈ‡ 3 ,˙»¯÷ 2 ,ÌÈÈÙ‡ 1
Ò«ËÓ 6
Exercise 12
2 drink shotim G1
3 sit yoshvim G1
4 invite mazminim G3
5 light madlikim G3
6 read kor-im G1
7 wear lovshim G1
(‰-˙-÷) ÌÈ˙«÷
(·-÷-È) ÌÈ·÷«È
(Ô-Ó-Ê) ÌÈÈÓÊÓ
(˜-Ï-„) ÌȘÈÏ„Ó
(‡-¯-˜) Ìȇ¯«˜
(÷-·-Ï) ÌÈ÷·«Ï
Translation of sentences
On New Year you eat apples in honey and round bread loaves
(khalot).
On the Day of Atonement you don’t eat and don’t drink for 25
hours.
On the Feast of Tabernacles, you sit in the sukah, full of fruit
and vegetables, and invite guests in (lit. ‘to the sukah’).
On Hanukah you light candles and eat potato pancakes.
On Purim you read the scroll of Esther and wear fancy dress
(lit. ‘costumes’).
On Passover you eat a festive meal on Seder night and don’t eat
bread the whole week.
On Shavuot you eat cheese cake.
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Unit 9
Exercise in language point on past tense:
»Ï· ,»¯‚ ,»Ï„‚ ,È˙·÷Á
Exercise 1
»·˙Î ,Ì˙·˙Î ,»·˙Î ,‰·˙Î ,˙·˙Î ,˙·˙Î ,È˙·˙Î
(Ô) Ì˙·÷È ,‰·÷È ,·÷È ,˙·÷È
*»·‰‡ ,Ô˙·‰‡ ,»·‰‡ , (ahavah) ‰·‰‡ ,·‰‡ ,˙·‰‡, È˙·‰‡
»Ï· , akhaltem (Ô)*Ì˙Ï· ,»Ï· ,Ï· ,˙Ï· ,˙Ï· ,È˙Ï·
(akhálti, akhálta, akhalt, akhal, akhálnu, akhaltem, akhalten,
akhlu)
*notice the vowel change to ease pronunciation
»¯˜È· ,Ì˙¯˜È· ,‰¯˜È· ,˙¯˜È· ,˙¯˜È·
(Ô)Ì˙ϷȘ ,»ϷȘ ,‰Ï·È˜ ,ϷȘ ,˙ϷȘ ,˙ϷȘ ,È˙ϷȘ
»˜È˙ ,Ô˙˜È˙ ,‰˜È˙ ,Ô˜È˙ ,˙˜È˙ ,È˙˜È˙
»◊ÙÈÁ ,(Ô)Ì˙◊ÙÈÁ ,»◊ÙÈÁ ,◊ÙÈÁ ,˙◊ÙÈÁ ,˙◊ÙÈÁ ,È˙◊ÙÈÁ
(Ô)Ì˙¯·È„ ,‰¯·È„ ,¯·È„ ,˙¯·È„ ,È˙¯·È„
(dibárti, dibárta, diber, dibrah, dibartem, dibarten, dibru)
Exercise 2
‰˙ ,˙ϷȘ 3 ◊ÙÈÁ ,◊ÙÁÓ 2 È˙„·Ú ,‰˙«÷ ,·÷«È 1
.»¯˜· 5 ˙Ï÷·Ó ,·‰«‡ ,‰Ï÷È· ,Ï· 4
1 I am now sitting on the balcony, drinking coffee, because I’ve
worked hard all day.
2 He is looking for the keys again. Yesterday he was looking for
his coat.
3 – When did you get the wallet as a present?
– My mother gave it to me for my birthday last month.
4 Once he only ate what his mother cooked for him. Today he
also likes what I cook.
5 What did you do yesterday? We visited our grandfather and
grandmother.
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Exercise 3
1 true; 2 true; 3 true; 4 false; 5 true
Exercise 4
‰ÈË·Ó‡ ¯„Á ˜¯ ÷È ÈÎ ‰Óȇ˙Ó ˙«ÁÙ Ô«˜¯È‰ ·«Á¯· ‰¯È„‰
.ÌÈ·«¯˜ ˘¯Ó¯ÙÂ҉ ¯ÙÒ‰ ˙È· Ï·‡ .Ô˘ Á·ËӉ „Á‡
The apartment on Ha’Yarkon Street is less suitable because there’s
only one bathroom and the kitchen is small. But the school and
the supermarket are close.
ȯ„Á È÷ ,Ï«„‚ Á·ËÓ ÷È ÈÎ ‰Óȇ˙Ó ¯˙«È ¯ÈÚ‰ Êίӷ ‰¯È„‰
.‰·«Ë ˙ȯ»·Èˆ ‰¯»·Á˙ ‰ÈË·Ó‡
The apartment in the centre of town is more suitable because
there’s a big kitchen, two bathrooms and good public transport.
ÌÈ˙»¯÷ „Á‡ ‰ÈË·Ó‡ ¯„Á ˜¯ ÷È .Ìȇ˙Ó ÈΉ È˙Ú„ ÈÙÏ ˙È·‰
.‰È‚Â ‰ÈÈÁ ,‰„«·Ú ¯„Á ÷È Ï·‡ .Ô˘ Á·ËÓ‰Â
The house, in my opinion, is most suitable. There’s only one bathroom and a toilet, and the kitchen is small. But there’s a
study/workroom, parking and a garden.
Exercise 5
Yael prefers the house over the other two flats because it has a
garden and an extra half-room suitable for a study. It also has
private parking and the school is close by.
Exercise 6
Yael and her friend Nekhamah are speaking on the telephone.Yael is
telling Nekhamah what she has found:
YAEL:
NEKHAMAH:
I’ve seen a three room apartment on Ha’Yarkon Street
beside the sea. I’ve always wanted a large kitchen but the
kitchen there is quite small, and there’s only one bathroom. On the other hand, the balcony is huge and the
view is terrific.
And what about the second apartment you saw? Is it
more suitable?
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YAEL:
NEKHAMAH:
YAEL:
NEKHAMAH:
YAEL:
NEKHAMAH:
YAEL:
NEKHAMAH:
That apartment is in the centre of town, and it has (lit.
‘there is in it’) a nice big kitchen, and two bathrooms
with a window as well. It’s just a shame that the balcony
is small.
And the public transport is good of course.
Yes, it’s true but we prefer a school which is near (to)
the house, within walking distance.
Weren’t you thinking of moving to a house with a
garden?
That’s it! Exactly! And in fact I saw a wonderful house
on Ha’Shaked Street. It’s true there’s only one bathroom
(there), but there’s also a separate toilet. The kitchen is a
little small, but the house has a garden with a door going
out from the kitchen and from the living room.
Excellent! What about (lit. ‘what’s with’) parking?
There’s private parking at the entrance. The bus stop is
not far, the school is near and there’s even a box room
(lit ‘half a room’), suitable for a study.
Well? Have you already told Dan that you’ve found a
house?
Exercise 7
ÌÎÈÙÏ 7 ;Ì˙«‡ 6 ;È˙ȇ 5 ;‰ÈÏÚ 4 ;Ô˙«‡ 3 ;»˙ȇ 2 ;ÍÈÏÚ 1
Exercise 8
»ȯÁ‡ 5 ;ÍÈÏÚ 4 ;Ì˙«‡ 3 ;»Ï÷ 2 ;‰˙«‡ 1
Exercise 9
;ÔÒÈ˯Î-ÒÈ˯Π;Ô¯˙ÒÙ-¯˙ÒÙ ;ȇ«ÎÓ-‰«ÎÓ ;¯ÙÒ-‰¯ÙÒÓ
;ȇ«˙ÈÚ-Ô«˙ÈÚ ;Á·Ë-Á·ËÓ ;¯Ë«÷-‰¯Ë÷Ó ;ȇÏÓ÷Á-ÏÓ÷Á
¯Ú«÷-¯Ú÷
‰¯Ë÷Ó
action pe-ulah (f.)
‰Ï»ÚÙ
gate shá-ar (m.)
¯Ú÷
kitchen mitbakh (m.)
Á·ËÓ
hairdressers’ misparah (f.) ‰ ¯ Ù Ò Ó
police mishtarah (f.)
newspaper iton (m.)
machine mekhonah (f.)
electricity khashmal (m.)
piano psanter (m.)
ticket kartis (m.)
Ô«˙ÈÚ
‰«ÎÓ
ÏÓ÷Á
¯˙ÒÙ
ÒÈ˯Î
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Exercise 10
Ô‚; politician politikay ȇ˜ÈËÈÏ«Ù;
fisherman dayag ‚ÈÈ„; pilot tayas ÒÈÈË;
watchmaker she-an ÔÚ÷; soloist solan ÔÏ«Ò;
banker bankayit (f.) ˙ȇ˜·; greengrocer yarkan Ô˜¯È;
actor/player sakhkan Ô˜Á◊; cashier kupay ȇٻ˜;
writer soferet (f.) ˙¯Ù«Ò
gardener ganan
Unit 10
Exercise 1
He changed buses in Haifa.
They understood exactly what
I wanted.
.‰ÙÈÁ· Ò»·«Ë«‡ ÛÈÏÁ‰ ‡»‰ 1
È˙Ȉ¯÷ ‰Ó ˜»È„· »È·‰ ̉ 2
.ωÓ‰ ˙‡ ‰¯ÈΉ ‡Ï ‡È‰ 3
We arrived at three o’clock.
.÷«Ï÷ ‰Ú÷· »ڂȉ »Á‡ 4
She preferred to travel
.‰Ï÷ ˙È«ÎÓ· Ú«ÒÏ ‰ÙÈ„Ú‰ ‡È‰ 5
She didn’t know the manager.
in her car.
They continued the
.»ÏÈÁ˙‰
work they had started.
̉÷ ‰„«·Ú‰ ˙‡ »ÎÈ÷Ó‰ ̉ 6
Exercise 2
repaired / a repair
searched / a search
requested / a request
visited / a visit
tiken/tikun
khipes/khipus
bikesh/bikush
biker/bikur
Ô»˜È˙ ,Ô˜È˙
◊»ÙÈÁ ,◊ÙÈÁ
÷»˜È· ,÷˜È·
¯»˜È· ,¯˜È·
Exercise 3
study
return
work, labour
entertainment
limud
khazarah
avodah
biluy
„»ÓÈÏ
‰¯ÊÁ
‰„«·Ú
È»ÏÈ·
(„-Ó-Ï) È˙„ÓÏ
(¯-Ê-Á) È˙¯ÊÁ
(„-·-Ú) È˙„·Ú
(‰-Ï-·) ÌÈÏ·Ó
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Exercise 4
knew / knowledge
decided / decision
cooked / cooking
started / a start
kindled, lit / (‘lighting’)
yada / yedi-ah
hekhlit / hakhlatah
bishel / bishul
hitkhil / hatkhalah
hidlik / hadlakah
‰ÚÈ„È
Ú„È
‰ËÏÁ‰ ËÈÏÁ‰
Ï»÷È· Ï÷È·
‰ÏÁ˙‰ ÏÈÁ˙‰
‰˜Ï„‰ ˜ÈÏ„‰
Exercise 5
˙»Ó‡
ÌÈÙ« ¯ÈȈÏ
l’tsayer nofim
to draw, paint
landscapes
˯«ÙÒ
Ï‚¯ ¯»„Î ˜Á◊Ï
‰˜ÈÒ»Ó
‰Ï‰˜Ó· ¯È÷Ï
l’sakhek kadur regel la’shir b’mak-helah
to play football
to sing in a choir
˙«È¯Ï‚· ¯˜·Ï
ÌÈÒ»Ò ÏÚ ·«Î¯Ï
¯˙ÒÙ· Ô‚Ï
l’vaker b’galeriot
to visit galleries
li’rkov al susim
to ride horses
l’nagen ba’psanter
to play the piano
ÌÈÈÙ‡ ÏÚ ·«Î¯Ï
ÌÚ È„»˜È¯ „«˜¯Ï
li’rkov al ofenayim
to ride a bicycle
li’rkod rikudey am
to go folkdancing
‰¯ÈÒ· Ë»÷Ï
la’shut b’sirah
to sail a boat
È˜Ò ˙«◊ÚÏ
la’asot ski
to ski
ÒÈË ˜Á◊Ï
l’sakhek tenis
to play tennis
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ÌÈ·Â ‰Îȯ·· ˙«Á◊Ï
li’skhot ba’brekhah
uva’yam
to swim in the swimming
pool or the sea
Exercise 6
÷Ó÷ ÈÙ˜÷Ó ÈÏ »È‰ ‡Ï 1
I didn’t have any sunglasses lo hayu li mishkafey shémesh
̫ȉ ÏÎ ˙È·· »È‰ ‡Ï ̉ 2
They weren’t at home all day hem lo hayu ba’báyit kol ha’yom
?¯ÈÚ‰ Ï÷ ‰ÙÓ ÌÎÏ ‰˙ȉ 3
Did you have a map of the town?
haytah lakhem mapah shel ha’ir?
‰ÓÈ·‰ Ô«¯Ë‡˙· Ô˜Á◊ ‰È‰ ‡»‰ 4
He was an actor at the Habimah theatre
hu hayah sakhkan b’teatron ha’bimah
Ì«˜Ó ¯˙«È Íȯˆ È˙Èȉ È‡ 5
I needed more space ani hayíti tsarikh yoter makom
Exercise 7
,È˙Èȉ 5 ,‰È‰ 4 ,‰È‰ 3 ,‰˙Èȉ 2 ,È˙Èȉ 1
»Èȉ 9 ,‰˙Èȉ 8 ,»È‰ 7 ,‰È‰ 6
I had to go with Nikki, my girlfriend, to a concert of the Under
Pressure band. I hadn’t been to a concert of theirs before, but
Nikki very much likes the band and has already been many times.
As a matter of fact, I didn’t at all feel like going. It was a cold
evening outside, but I had to know what everyone was talking
about. The concert was actually excellent. We all sang together
with the band and danced on the chairs/seats. The tickets were
expensive but the show was worth every penny. We got home very
late and were happy that we didn’t have to go to work early in
the morning.
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Exercise 8
1 The only noun – the others are adjectives
2 The only infinitive – the others are verbs in the
past tense
3 The only verb
4 The only word relating to the future
5 The only word not of the same root
ÌÈÈÙ‡
ÏÈÁ˙‰Ï
»¯÷
¯ÁÓ
Ì˙Îω
Exercise 9
?ÌȈ«¯ Ì˙‡ ‰Ó ?ÒÈ˯Ή ‰ÏÚ ‰ÓÎ
?˙Ï„‰ ˙‡ ¯‚Ò ÈÓ ?ÌÈ· ˙«Á◊Ï ˜÷Á ÍÏ ‰È‰ ‡Ï ‰ÓÏ
?‰Á»˙Ù ‰Îȯ·‰ È˙Ó „Ú ?˙«ÎÏ«‰ Ô˙‡ Ô‡Ï
Exercise 10
1c, 2b, 3c, 4. Its history; its artists’ colony; its inspiring views
Exercise 11
k’day li’r-ot
ba’me-ah ha’shesh esreh
bi’tkufat ha’shilton ha’turki
merkaz tarbuti v’rukhani
˙«‡¯Ï ȇ„Î
‰¯◊Ú ÷÷‰ ‰‡Ó·
Ș¯»Ë‰ Ô«ËÏ÷‰ ˙Ù»˜˙·
ÈÁ»¯Â È˙»·¯˙ ÊίÓ
1
2
3
4
Exercise 12
Masculine
ÌÒ¯»ÙÓ ,ÌÈÚ»„È ,(ÌÈ)Ï«„‚ ,ÈÁ»¯ ,È˙»·¯˙ ,Ș¯»Ë ,¯È‰·
Feminine
˙È˙»Ó‡ ,˙„Á»ÈÓ ,‰˜È˙Ú ,˙Ȃ˯ËÒ‡ ,‰¯È÷Ú ,‰«÷‡¯
Opposites
;‰˜È˙Ú/˙È¯„«Ó ;‰«÷‡¯/‰«¯Á‡ ;¯È‰·/‰‰Î ;ÌÈÏ«„‚/ÌÈ˘
ÌÈÚ»„È/ÌÈÚ»„È ‡Ï
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Exercise 13
˙ÈÚ˙Ó
hizdakant ˙˜„ʉ ,hitra-énu »‡¯˙‰ ,ra-íti È˙ȇ¯
hityashvu »·÷ÈÈ˙‰ ,khazru »¯ÊÁ ,gáru »¯‚
báta ˙‡·, ,mitsta-er ¯ ÚË ˆÓ
mishtadél(-et) (˙ )Ï „˙ ÷Ó
mit-aniyénet
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Exercise 15
˜Ï„ ÈÏ Ôȇ ÈÎ… 1
Ô˙«‡ Ï·˜Ï ÌÈ·‰«‡÷ ˙«¯ÓÏ… 2
…because I have no petrol
…even though one likes to
receive them
ÈÈÚ· ÔÁ ‰‡ˆÓ ‡Ï ‡È‰÷ ÈÙÓ… 3
‰Î»Ó È„Ó ¯˙«È ˙‡ ÈÎ… 4
ÌÚ-È„»˜È¯ ˙„˜«¯ ‡È‰÷ ÈÙÓ… 5
…because I didn’t like it
…because you’re too short
…because she goes
folk dancing
…before they swam in the Sea
of Galilee
…when the bus came
…after he finished his
military service
˙¯η »Á◊ ̉˘ ÈÙÏ… 6
ÚÈ‚‰ Ò»·«Ë«‡‰÷Î… 7
ȇ·ˆ‰ ˙»¯÷‰ ˙‡ ¯Ó‚ ‡»‰÷ ȯÁ‡… 8
Unit 11
Exercise 1
anákhnu nagí-a (x 2) ÚÈ‚ »Á‡
anákhnu nitrakhets ıÁ¯˙ »Á‡
hem ya-amínu »ÈÓ‡È Ì‰
ani atsalem Ìψ‡ È‡
anákhnu namshikh (x 2) ÍÈ÷Ó »Á‡
anákhnu nevakesh ÷˜· »Á‡
ani etstarekh ͯˈ‡ È‡
atah ta-amin ÔÈÓ‡˙ ‰˙‡
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Exercise 2
Ô/̉
»‡È·È
Ô/Ì˙‡
»‡È·˙
»Á‡
‡È·
‡È‰
‡È·˙
‡»‰
‡È·È
˙‡
ȇȷ˙
‰˙‡
‡È·˙
yavi
»Ï·˜È
»Ï·˜˙
Ï·˜
Ï·˜˙
Ï·˜È
»˜˙˙
Ô˜˙
Ô˜˙˙
Ô˜˙È
yetaken
»÷·Ï˙È »÷·Ï˙˙
÷·Ï˙ ÷·Ï˙˙
ÈÏ·˜˙
Ï·˜˙
»Î¯ËˆÈ »Î¯Ëˆ˙
ͯˈ ͯˈ˙
Ï·˜‡
È˜˙˙
Ô˜˙˙
Ô˜˙‡
Ô-˜-˙
ataken
÷-·-Ï
etlabesh
Í¯ËˆÈ Èίˈ˙ ͯˈ˙ ͯˈ‡
yitstarekh
Ï-·-˜
akabel
÷·Ï˙È È÷·Ï˙˙ ÷·Ï˙˙ ÷·Ï˙‡
yitlabesh
‡-«-·
avi
yekabel
»˜˙È
È‡
‡È·‡
Í-¯-ˆ
etstarekh
Exercise 3
‰Ï ‰ÎÁÈ ‡»‰÷ ‰ÂÂ˜Ó ‡È‰
.(lefanéynu) »  È  Ù Ï » Ú È ‚ È Ì ‰ ÷ Ì È Â Â ˜ Ó »  Á  ‡
.ÍÏ ÔÈÓ‡˙ ‡Ï ÁË· ‡È‰
.‰¯ÊÚ »ÚÈˆÈ ‰‡¯Π̉ Ï·‡ ÷˜·‡ ‡Ï È‡
1
2
3
4
Exercise 4
»„ÓÏ˙ Ì˙‡ ;È„È‚˙ ˙‡ ;‡«· »Á‡ ;¯«ÎÊÈ ‡»‰ ;»ÚÓ÷È Ì‰
hem yishme-u; hu yizkor; anakhnu navo; at tagídi; atem tilmedu
Exercise 5
˜Á◊Ï ÍÏ˙ (¯«Ó‚˙÷ÎÏ) ¯«Ó‚˙÷Î 1
kshe’tigmor (likhshe’tigmor) telekh l’sakhek
Ô‚Ó «È„¯‰ ÈÎ ÚÓ÷È ‡Ï ‡»‰ 2
hu lo yishma ki ha’radio menagen
‡·‰ ÷„«Á· ¯»˜È·Ï »‡«·È ‡Ï ̉ 3
hem lo yavó-u l’bikur b’khódesh ha’ba
«Ï÷ ˙„Ï»‰‰ Ì«ÈÏ ‰˙Ó «Ï ÈÁÏ÷˙ ˙‡ 4
at tishlekhi lo matanah l’yom ha’hulédet shelo
Ì‰Ï ·«˙· È‡ (¯«Îʇ÷ÎÏ) ¯«Îʇ È‡÷Î 5
kshe’ani (likhshe’ezkor) ezkor ani ekhtov lahem
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ÌÈÈÙ‡ ÏÚ ·«Î¯Ï „ÓÏ˙ (Ï„‚˙÷ÎÏ) Ï„‚˙÷Î 6
kshe’tigdal (likhshe’tigdal) tilmad li’rkov al ofanáyim
1 When you(’ll) finish, you’ll go off to play.
2 He won’t hear because the radio is playing.
3 They won’t come to visit (lit. ‘on the visit’) next month.
4 You (f.) will send him a present for his birthday.
5 When I(’ll) remember, I’ll write to them.
6 When you/(m.)’re older (lit. ‘will grow, get older’), you (m.)’ll
learn to ride a bicycle.
;ÁÏ÷È ‡»‰ 4 ;‡«·‡ ‡Ï È‡ 3 ;ÚÓ÷ ‡Ï »Á‡ 2
»„ÓÏ˙ Ì˙‡ »Ï„‚˙ Ì˙‡÷Î 6 ;ȯÎÊ˙ ˙‡÷Î 5
Exercise 6
;Ï·÷ ȯÁ‡ ‰˜‡ È‡ ;ÁÏ÷‡ È‡ ;¯·„‡ È‡ ;÷˜·‡ È‡
‡ˆ÷ ÈÙÏ ˙«◊ÚÏ Í¯Ëˆ˙ ‰˙‡ ‰Ê ˙‡ ,‡Ï
ani avakesh; ani adaber; ani eshlakh; ani anakeh akharey
she’nokhal; lo, et zeh atah titstarekh la-asot lifney she’netse
Translation
Are you ready to go?
More or less.
Did you ask the neighbours to feed the cat?
No, but I’ll ask them in a minute.
Did you leave the telephone number of the hotel for your parents?
Not yet, but I’ll speak to them later.
Did you send the letter to the bank?
No, but I’ll send it tomorrow morning on the way to the airport.
Did you clean the fridge?
No, but I’ll clean it after we’ve eaten.
Did you take out the rubbish?
No, that you will have to do before we leave.
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Exercise 7
Ì«È· ÌÚÙ ˙«ÁÙÏ ‰Èχ ψψ˙
˙«È¯Ï»Ù«Ù ˙«„ÚÒÓÏ ‰˙«‡ ÔÈÓÊ˙
Í˙ȇ ˙‡ˆÏ ‰ÓÓ ÷˜·˙
ÌÈÁ¯Ù ‰Ï ‡È·˙
˙«¯˜È ˙«˙Ó ‰Ï ‰˜˙
‰ÓÈÒ˜Ó ‰ÙÈ ‡È‰÷ ‰Ï „È‚˙
‰˙«‡ ·‰‡˙ „ÈÓ˙÷ ‰Ï „È‚˙
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¯ÈÎ‰Ï ÈÓÓ ÷˜·˙ ‡È‰ ,‰Ê ÏÎ ˙‡ ‰◊Ú‡ È‡ ̇÷ Á»Ë· È‡
…‰˙ȇ ˙‡ˆÏ ‰ˆ«¯ ˜¯ È‡ …‰Ï÷ Ìȯ«‰‰ ˙‡
Exercise 8
1 If you don’t ask, you won’t know im lo tish-al – lo teda
2 If you don’t ask, you don’t get im lo tevakesh, lo tekabel
3 If you listen, you’ll learn im takshiv, tilmad
4. If you don’t work, you won’t eat im lo ta-avod lo tokhal
Exercise 9
˙«ÏÚÓ ‰¯◊Ú Ú·÷ ˙«¯»Ë¯ÙÓˉ ,Ì÷‚ „¯È Ô»ÚÓ ‰ÈÈ‰È Ô«„«Ï·
Ò»ÈÒψ
˜¯ ˙«Î»Ó »ÈÈ‰È ˙«¯»Ë¯ÙÓˉ Ï·‡ ‰ÙÈ ¯È‡ ‚ÊÓ ‰ÈÈ‰È «È˜«Ë·
˙«ÏÚÓ ‰¯◊Ú ÌÈÈ˙÷
»ÈÈ‰È ˙«¯»Ë¯ÙÓˉ ÛË«÷ Ì÷‚ „¯È / Ì»÷‚ ‰ÈÈ‰È ˜¯«È »È·
˙«‰«·‚
˙«Á« ˙«¯»Ë¯ÙÓË Ï·‡ ‰˜ÊÁ Á»¯ - È„ÈÒ·
‰Èȉ˙ ˙»Áω ˙«ÏÚÓ ‰«Ó÷» Ìȯ◊Ú ·È·‡-Ï˙· ˙«¯»Ë¯ÙÓˉ
‰‰«·‚
Exercise 10
‡8 ,Â7 ,·6 ,Á5 ,‰4 ,„3 ,‚2 ,Ê1
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Exercise 11
.Ìȉ Û«Á ÏÚ ı»¯ ,Ô»ÚÓ ‰ÈȉÈ
.÷„Á‰ Ô«È˜· ˙«ÈÈ˜ ‰◊Ú ,ÛË«÷ Ì÷‚ „¯È
.˙ÏÈÈˉ ÏÚ ‰Ù˜ ˙È·· ·÷ ,‰‰«·‚ ˙»ÁÏ ‰Èȉ˙
.¯È‡ ‚»ÊÈÓ ÌÚ Ô«‡Èʻӷ ¯˜· ,È·¯÷ ‰ÈȉÈ
.‰·Ï‰ ÌÈÏ÷»¯ÈÏ ÚÒÈ ,‚Ï÷ „¯È
.ÌÈ· ‰Á◊ ,ÌÁ ‰È‰È ˙«‰«·‚ ˙«¯»Ë¯ÙÓË »È‰È
.‰˜È˙Ú‰ «ÙÈ ˙«‡ËÓÒ· ÏÈÈË ,‰ÙÈ ¯È‡ ‚ÊÓ ‰ÈȉÈ
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Unit 12
Exercise 1
stop atsor
¯«ˆÚ 2a no parking eyn khanayah ‰ÈÁ Ôȇ 1e
danger sakanah ‰ ÎÒ 3d
shmor al ha’nikayon ԫȘÈ‰ ÏÚ ¯«Ó ÷ 4c
no litter (more lit.) take care to keep clean
‰ˆ»Á‰ Ô«ÏÁ‰Ó ÌÈÈ„È ÷‡¯ ‡Èˆ«‰Ï Ôȇ 5b
eyn l’hotsi rosh v’yadáyim me’ha’khalon ha’khutzah
don’t lean (lit. ‘put head and hands’) out of the window
Exercise 2
˘÷‰ ÏÚ ¯«Ó÷Ï ‡
Please observe the silence na li’shmor al ha’shéket
‰ÚÈÒ‰ ˙Ú÷· ‚‰‰ ÌÚ ¯·„Ï Ôȇ
No talking to the driver during the journey
eyn le’daber im ha’nehag bi’sh-at ha’nesi-ah
Please move inside na l’hikanes pnimah
‰ÓÈÙ ÒÎÈ‰Ï ‡
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?Ò»·«Ë«‡· »‰÷Ó ˙ÁÎ÷‰ !„«ÓÚ
Stop! Have you forgotten anything inside the bus?
amod! ha’shakhakhtah máshehu ba’ótobus?
Language point
»‡ˆ ,ȇˆ ,‡ˆ
»·÷ ,È·÷ ,·÷
»Á˜ ,ÈÁ˜ ,Á˜
a. tse, ts-i, ts-u
shev, shvi, shvu
kakh, k-khi, k-khu
»·˙Î ,È·˙Î ,·«˙Î
»¯Ó÷ ,ȯÓ÷ ,¯«Ó÷
»Ó»˜ ,ÈÓ»˜ ,Ì»˜
»Ê»Ê ,ÈÊ»Ê ,Ê»Ê
ktov, kitvi, kitvu
shmor, shimri, shimru
kum, kúmi, kúmu
zuz, zúzi, zúzu
»¯„Ò ,ȯ„Ò ,¯„Ò
»¯‰Ó ,ȯ‰Ó ,¯‰Ó
b. sader, sadri, sadru
maher, mahari, maharu
c. hakshev, hakshívi, hakshívu
d. titbayshi! titlabshi,
u’ts-i me’ha’kheder
»·È÷˜‰ ,È·È÷˜‰ ,·÷˜‰
¯„Á‰Ó ȇˆÂ ,È÷·Ï˙˙ !È÷ÈÈ·˙˙
Exercise 3
1 tir-i – re-i
2 taruts – ruts
3 tetsaltseli – tsaltsel
4 takshiv – hakshev
5 tiftakh – ptakh
6 tekhakeh – khakeh
7 tivdok – bdok
8 temale – male
ȇ¯ - ȇ¯˙
ı»¯ - ı»¯˙
Èψψ - Èψψ˙
·◊˜‰ - ·È÷˜˙
Á˙Ù - Á˙Ù˙
‰ÎÁ - ‰ÎÁ˙
˜«„· - ˜«„·˙
‡ÏÓ - ‡ÏÓ˙
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Exercise 4
.Ú«Ï«˜Ï ÍÏ ȇ«·
.¯¯˜Ó· ÷È ‰Ó ‰‡¯˙ ‡«·
.‰·ÈÒÓ ‰◊Ú »‡«·
.‰ˆÈÙ ÔÈÓÊ ȇ«·
.‡»‰‰ ÷ȇ‰ ˙‡ χ÷ »‡«·
.»Ï »·È÷˜È ̉÷ ‰Â˜ ‡«·
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Exercise 5
The first one wants to see a good doctor, whatever kind.
The second patient might know what’s wrong with her, but she
wants the doctor to know too….
Exercise 6
only 1, 6, 7
1. Take aspirin to lower the fever.
2. Sit in the sun for a bit.
3. Drink a lot of wine.
4. Eat the thermometer.
5. Don’t put (al tasim) any sun cream on.
6. Sleep (tishan) a little more.
7. Drink a lot of water or tea.
8. Take a tablet against headaches, 6 times a day
Exercise 7
.ÔË·‰ ÈÏ ˙·‡«Î ,·«Ë ‡Ï »‰÷Ó È˙Ï·
.ÈÏ ˙·‡«Î ˙ÈÓȉ Ï‚¯‰Â ˙«‚¯„Ó‰ ÏÚ (nafálti) È˙ÏÙ
.ÌÈÈʇ ·‡Î ÈÏ ÷È
.Û»Á„ ‰Ê .ÌÈÈÈ÷ ‡Ù«¯Ï ˙ÎÏÏ Á¯Î»Ó È‡
.Ú·ˆ‡‰Ó Ì„ (yored li) ÈÏ „¯«È
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Exercise 8
‰¯Ó‚ ,‰˙÷ ,¯‡÷ 1
nish-ar, nishtah, nigmerah
È˙¯‡÷ , ¯Ó‡ 2
ne-emar, nishárti
ÁÏÒÈ 3
yislakh
»˜Ï„ÈÈ ,¯Ó‚ÈÈ 4
yigamer, yidalku
»˜„·ÈÈ 5
yibadku
1 What, is all the red wine left? Yes, but all the white wine has
been drunk. And the soft (lit. ‘light’) drink is finished.
2 What was said at the meeting? I don’t know; I didn’t stay till
the end.
3 Don’t worry; all will be forgiven (him).
4 When does the film finish? (lit. ‘when will the film be finished’)
When the lights come on. (lit. ‘will be lit!’)
5 All the suggestions will be examined and then we’ll give you an
answer.
Exercise 9
.·«¯˜‰ ˙È·Ï ÒÎ Ò»Ò‰ ÏÚ·Â ¯ˆÁ· ıÚÏ ¯÷˜ Էω Ò»Ò‰
‰„Ïȉ .ÌÈÓ Ï·È˜ ‡Ï ÷Ó÷· „ÓÚ÷ һ҉ ,ÌÁ Ì«È ‰È‰ ‰Ê
.ÂÈÏÚ ‰ÓÁȯ ‡È‰ .‡Óˆ ‰È‰ Ò»Ò‰÷ ‰Ú„È
‡È‰ ,»ÓÓ ‰„ÁÙ ‡È‰Â Ò»Ò ÏÚ ‰·Î¯ ‡Ï ÌÚÙ Û‡ ‡È‰÷ ˙«¯ÓÏ
.«Ï ¯«ÊÚÏ ˙‡Ê Ïη ‰ËÈÏÁ‰
.˙»¯È‰Ê· ÌÈÓ Ò»ÒÏ ‰‡È·‰Â È„Ó ¯˙«È ·¯˜˙‰Ï ‡Ï ‰¯‰Ê ‡È‰
.‰ÁÓ◊· ÷‡¯‰ ˙‡ ÚÈ‰Â ,‰˘‰ ‰„ÏÈÏ ‰„«˙ ¯ÈÒ‡ ‰È‰ Ò»Ò‰
.»ÎÙ÷ ÌÈÓ‰ ÏΠ‰Ï‰· ‰„Ïȉ
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ha’sus ha’lavan nikshar la’ets ba’khatser u’va-al ha’sus nikhnas
la’báyit ha’karov. zeh haya yom kham, v’ha’sus she’amad
ba’shémesh lo kibel máyim. ha’yaldah yad-ah she’ha’sus hayah
tsame. hi rikhamah alav. lamrot she’hi af pá-am lo rakhvah al sus
v’hi pakhadah miménu, hi hekhlitah b’khol zot la-azor lo. hi
nizharah lo l’hitkarev yoter miday, v’hevi-ah la’sus máyim bi’zhirut.
ha’sus hayah asir todah la’yaldah ha’ktanah, v’heni-ah et ha’rosh
b’simkhah. ha’yaldah nivhalah v’kol ha’máyim nishpekhu.
Exercise 10
1 ‚; 2 ‰; 3 ·; 4 Ê; 5 ‡; 6 „; 7 Â
Dialogue 3 Translation
A family is sitting in a restaurant. The waiter serves the woman a
plate of soup. The woman looks at her husband and he calls the
waiter:
– My wife would like (requests that) you to taste (from) the soup.
– What do you mean?
– Taste and you’ll see.
– What’s wrong with the soup? Is it too salty, not hot enough?
– What’s not OK is not important; she would like you to taste
[it].
– What do you want from me? Is there a fly in the soup or what?
– Don’t ask questions. Taste it and you’ll see for yourself.
– But it’s not done (lit. ‘received’) sir; why don’t you tell me what’s
wrong with the soup?
– What difference does it make? Go on, taste it (lit. ‘taste it
already’)!
– Right, if the lady insists….OK. Where is the spoon?
The husband and wife together: Ah-ha!….
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Exercise 11
(È)÷„Á˙˙ 4 ;˙»‡È¯·Ï 3 ;·«Ë ÏÊÓ 2 ?ÚÓ÷ ‰Ó 1
„«·Î‰ ÏÎ 6 ;Ú«Ó÷Ï ¯ÚËˆÓ È‡ 5
Unit 13
Exercise 1
Ú»·˜ ‰Á»Ó Ì«È
Ô·Ï ¯«Á÷· ÌÈ÷»·Ï
‚»‰ ‰Ê
yom menukhah kavú-a
levushim b’shakhor v’lavan
zeh nahug
Exercise 2
.Ìȯ»Ó÷ ‰Ï‡‰ ˙«‡ÒΉ … 1
… ha’kisa-ot ha’éleh shmurim
I kept you seats. These seats are reserved (kept).
.Ìψ‡ Á»˙Ù ‡Ï … 2
… lo patú-akh etslam
They don’t open on Saturday. They are also not open on festivals.
.Ô·Ï· ‰÷»·Ï „ÈÓ˙ ËÚÓÎ ‡È‰ … 3
… hi kim-at tamid levushah b’lavan
She is wearing light-coloured clothes. She is almost always
dressed in white.
.»Ï Ú»„È ‰Ê ,ÔÎ … 4
… ken, zeh yadú-a lánu
Do you know that the meeting has changed (lit. ‘there’s a
change in the meeting’)? Yes, (lit. ‘it is known to us’) we know.
Exercise 3
a. a driver néhag
to drive li’nhog
driving nehigah
to behave l’hitnaheg
it is customary (zeh) nahug
a custom minhag
‚‰
‚«‰Ï
‰‚ȉ
‚‰˙‰Ï
‚»‰ (‰Ê)
‚‰Ó
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b. believers ma-aminin
ÌÈÈÓ‡Ó; belief emunah ‰»Ó‡ ; Ô-Ó-‡
Exercise 4
‰È»◊Ú ,·»÷Á ,ÌÈÎ»Ó ,·»˙Î ,‰¯»·÷ ,ÔλÓ
Exercise 5
.Íψ‡/ÔÓʉ ÏÎ Ò»Ù˙ ‰È‰ Ï·‡ ̫ȉ ÏÎ ÍÈχ È˙ψψ 1
tsiltsalti eláyikh kol ha’yom aval hayah tafus kol ha’zman
etslekha
.˜»ÒÚ „ÈÓ˙ ‡»‰ ,ÔÓÊ «Ï Ôȇ ÌÚÙ Û‡ 2
af pa-am eyn lo zman, hu tamid asuk
˙«¯»Ë¯ÙÓË‰Ó ˙«‰«·‚ ¯˙«È ˙Ïȇ· ˙«¯»Ë¯ÙÓˉ÷ Ú»„È ‰Ê 3
zeh yadú-a she’ha’temperatúrot b’eylat yoter gvohot. ·È ·‡ -Ï˙ ·
me’ha’temperatúrot b’tel-aviv
.«˙«‡ ˜ÈÏ„‰Ï Íȇ ÍÏ ‰‡¯‡ È‡ .Ϙϻ˜Ó ‡Ï «‡„ȉ 4
ha’video lo mekulkal. ani er-eh lekha/lakh ekh l’hadlik oto
.˜Ï„ ‡ÏÓÏ «Ï „È‚‰Ï ¯«ÎÊ˙ ‡Ï ‡È‰ ,˙Ï·Ï»·Ó ÍÎ ÏÎ ‡È‰ 5
hi kol kakh mevulbélet, hi lo tizkor l’hagid lo l’male délek
Exercise 6
.Ì«„‡ ‡»‰ ÈÙȉ Ï‚„· ÷Ó÷‰ Ú·ˆ 1
Èχ¯◊ȉ Ï‚„· (Star [lit. ‘shield’] of David) „„-Ô‚Ó‰ Ú·ˆ 2
.Ï«ÁÎ ‡»‰
‡»‰ (Italian) ȘÏËȇ‰ Ï‚„· χÓ◊Ó Ô«÷‡¯‰ ÒÙ‰ Ú·ˆ 3
.˜«¯È
.Ô·Ï ‡»‰ ȇ˜È¯Ó‡‰ Ï‚„· ÌȷΫΉ Ú·ˆ 4
¯«Á÷ :‡»‰ (Belgian) È‚Ï·‰ Ï‚„· ÌÈÒÙ‰ Ï÷ ÌÈÚ·ˆ‰ ¯„Ò 5
Ì«„‡Â (in the middle ba’emtsa) ÚˆÓ‡· ·«‰ˆ ,χÓ◊Ó
.ÔÈÓÈÓ
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Exercise 7
(I’ve got the blues)
Ï«ÁÎ 4 ,·«‰ˆ 3 ,ÌÈÓ»„‡ 2 ,˜«¯È 1
¯«Á÷ ,Ô·Ï 6 ,Ì«„‡ 5
1 He was green with envy when he saw my new car.
2 You are very sweet/pretty when you blush. Hannah, your face
is red again!
3 Yellow is the colour of the sun and also of children’s rooms; it
is the colour of joy.
4 What colour do the English think of when they say ‘I’m in a
bad mood’? (Blue.)
5 I like the colour red even though it is also the colour of blood.
6 Today not all brides wear white at their wedding. And black is
not only the colour of sorrow.
Exercise 8
in jest
bi’tskhok
seriously
bi’rtsinut
happily
b’simkhah
sadly
b’etsev
easily
b’kalut
with difficulty/hardly
b’koshi
carefully
bi’zhirut
decisively
b’hekhletiyut
fast
bi’mhirut
slowly
be’itiyut
with interest
be’inyan
with modesty
bi’tsniyut
˜«Áˆ·
˙»Ȉ¯·
‰ÁÓ◊·
·ˆÚ·
˙»Ï˜·
È÷«˜·
˙»¯È‰Ê·
˙»ÈËÏÁ‰·
˙»¯È‰Ó·
˙»ÈËȇ·
ÔÈÈÚ·
˙»ÚÈˆ·
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Exercise 9
˙»ÈËȇ/˙»¯È‰Ê· 3 (correct sentence) 2 ;˙»¯È‰Ó· 1
˙»Ï˜· 7 ˙»Ȉ¯· 6 ·ˆÚ· 5 È÷«˜· 4
1 al tishteh et ha’teh ha’kham bi’mhirut.
2 hem histaklu be’inyan rav ba’tmunot she’ba’albom.
3 kday she’tinhag bi’zhirut/ be’itiyut, zeh eysor banuy v’yesh poh
harbeh yeladim.
4 b’koshi khazárti mi’khul u’miyad hayíti tsarikh li’nsó-a shuv.
5 hi amrah be’étsev she’yesh lah be-ayot bri-ut.
6 ani medaber bi’rtsinut, ha’matsav mesukan.
7 hi bakhurah me-od inteligéntit. hi osah ha’kol b’kalut.
Exercise 10
;÷ ÈÙÓ 5 ;‰ÙÈÏÁ‰ 4 ;ÁÈË·Ó 3 ;Ì÷¯˙Ó 2 ;¯„‰ 1
÷ ˙·÷«Á / ÷ ‰ÓÈÎÒÓ 7 ;…˙‡ ˙«÷Ï/ÏȈ‰Ï ,‰ÎȯÚÓ 6
Exercise 11
?‰Ï÷ÓÓ‰ ˘‡¯ ˙‡ ˙÷‚Ù ¯·Î
?Ô«¯‚-ÔÊ«‡-Û‡ ˙˜ÏÁÓ· ˙„·«Ú ˙‡
?ÌÈÏ÷»¯È· ÌÈÈÁ‰Ó ‰ˆ»¯Ó ˙‡
?ı»·È˜‰Ó ˙·Êλ‡Ó ˙‡
̇‰
̇‰
̇‰
̇‰
1
2
3
4
Exercise 12
‰Óʉ ÈÏ· Ìψ‡ ¯˜·Ï »Ï ÌÈÚ
(‡Ï)
We do (not) feel comfortable visiting them without an invitation
·È·‡-Ï˙· ¯»‚Ï ÈÏ÷ ‡Ó‡Ï Á«
(‡Ï ¯·Î)
It’s (not) convenient for my mother to live in Tel Aviv (any more)
˙È·· ˙·÷Ï ÈÏ ·«Ë (‡Ï ÌÚÙ Û‡)
It’s (never) good for me to sit at home
«Ï÷ ÌÈÏ«Á‰Ó ‰Ê‰ ‡Ù«¯Ï ¯·÷ (‡Ï ÌÚÙ Û‡)
This doctor is (never) fed up with his patients
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÷Ú¯‰Ó / Èχ¯◊ȉ ıȘ‰Ó Ì‰Ï Ò‡Ó
(‡Ï „«Ú)
They are still (not) fed up with the Israeli summer/with the noise
?ÏÈÚÓ ÈÏ· ÍÏ ¯˜
(‡Ï)
Are(n’t) you cold without a coat?
«Ï÷Ó ·Î¯ ÈÏ· «Ï ‰◊˜
(‡Ï ¯·Î)
It’s (no longer) hard for him without a car of his own
Exercise 13
1 all in the past tense – binyan pi-el
2 all in future tense binyan pa-al
Â”Ú middle letter  or È
3 all in future tense binyan hitpa-el
4 all in hif-il (various tenses)
Reading comprehension: Translation
Jerusalem
a. The Tower of David: 3,000 years ago, King David made
Jerusalem into the national and religious centre of the people
of Israel. Today the Tower is a museum which explains the
history of Jerusalem through its various periods of government.
b. The Knesset: the parliament of the State of Israel. In Israel there
are 120 members of parliament – Jews, Arabs and Druze.
c. The Western Wall: situated on Mount Moriah, which is called
the Temple Mount in Israel. The Jews believe that it was where
Abraham was about to scarifice Isaac. King Solomon built the
First Temple there, and Herod the Second Temple, of which
only the Western Wall remains today.
d. Yad Va’shem: – the museum in memory of the Holocaust.
Archives for research and documentation can also be found
here. Also the avenue of trees to the memory of the righteous
of the nations of the world. The name Yad Va’shem comes from
Isaiah 56:5.
e. The Dome of the Rock: This is the mosque with the famous
golden dome that one always sees on pictures of Jerusalem. A
holy place for the Muslims, also situated on Mount Moriah.
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The other important mosque [on the Temple Mount] is called
the Al-Aksa mosque.
f. Via Dolorosa: – the last road Jesus walked with his cross. He
stopped a number of times on the way.
g. The Church of the Holy Sepulchre: built by St Helen, the mother
of the emperor Constantine, in the Byzantine period. Christians
believe that she built the church on the spot where Jesus was
crucified.
Exercise 14
1 In the Tower of David
„„ Ï„‚Ó·
2 The Knesset. There are 120 members.
.˙ÒΠȯ·Á 120 ÷È .˙ÒΉ
3 On Mount Moriah ‰È¯«Ó‰ ¯‰ called the Temple Mount – in
Hebrew ‘har ha’bayit’ ˙È·‰ ¯‰.
4 The Dome of the Rock kipat ha’séla ÚÏÒ‰ ˙ÙÈ Î and the
Al Aksa mosque misgad al-aksah ‰ ˆ˜‡-χ „ ‚ÒÓ
5 In Hebrew it is called ‘the Western Wall’ ha’kótel ha’ma-aravi
È·¯ÚÓ‰ Ï˙«Î‰ , since this western wall is all that remains of
the Second Temple (built by King Herod on the site).
6 Yad Va’shem
7 Paragraph
Ì÷ „È
Â
8 knesiyat ha’kéver ha’kadosh
÷«„˜‰ ¯·˜‰ ˙ÈÈÒÎ
9 On the spot where Jesus was crucified
ba’makom bo yéshu nitslav ·Ï ˆ »÷È «·
Ì«˜Ó·
Exercise 15
the capital / Kingdom, First Temple / Babylon / Zion / Roman,
province / Second, Titus / Byzantine, Constantine / Crusader / rule
/ Ottoman / British / between / Jerusalem
Exercise 16
1=c
2=b
3=d
b’reyshit bara elohim et ha’shamáyim v’et ha’árets.
lo yisa goy el goy khérev v’lo yilmedu od milkhamah.
al naharot bavel sham yashávnu gam-bakhínu b’zokhrénu
et tsiyon.
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4=a
5=e
mah-she’haya hu she’yihiyeh u’mah-she’na-asah hu
she’ye-aseh v’eyn kol khadash tákhat ha’shémesh.
shalakh lakhmekha al pney ha’mayim ki b’rov ha’yamim
timtsa-énu.
Unit 14
Exercise 1
Èȇ 5 ;«ȇ 4 ;Ìȇ 3 ;Íȇ 2 ;Íȇ 1
1 You’re not a millionaire; don’t waste your money.
eynkha milyoner, al tevazbez et ha’késef.
2 You’re not a good actress. at eynekh sakhkanit tovah.
3 They don’t understand what you’re saying. hem eynam
mevinim mah she’atah omer.
4 Peter is not in the office this week: he went abroad.
piter eyno ba’misrad ha’shavú-a: hu nasa l’khul.
5 I don’t know who wrote the article, but I do know that it’s
boring. eynéni yodá-at mi katav et ha’ma-amar, aval ani ken
yodá-at she’hu mesha-amem.
Exercise 2
Ô¯«·ÏÓÓ ‰˙«Á‡ ,È÷‰ ‰ÏÚ·Â È˙„«„ ,«˙ÏΠ«· ,«˙÷‡Â ÈÁ‡
.˜¯«È»ÈÓ (mishpakhténu) »˙ÁÙ÷Ó ÏΠ(mi’mélborn)
‰„«·ÚÏ (khavrehem) ̉ȯ·Á ÏÎ ˙‡ »ÈÓʉ ̉.…È÷‰ „ˆ‰ÓÂ
.(work colleagues)
.Ìȯ÷»‡Ó »È‰È (yeladekhem) ÌÎÈ„ÏÈ÷ ¯˜Èډ…
Dialogue 2
?ÍÏ ¯«ÊÚÏ ¯÷Ù‡ ‰Ó· - Ì«Ï÷ ÔÈÚÈ„«Ó :‰ÈÈÊίÓ
.‰÷˜·· ÏÚ-χ È˙»¯È÷ Ï÷ Ô«ÙÏˉ ¯ÙÒÓ ˙‡ Íȯˆ È‡
:¯ËÈÙ
?‰˙ÈÁ «‡ ‰‡¯Ó‰ „Ú«Ó Íȯˆ ‰˙‡ :‰ÈÈÊίÓ
.‰ÒÈˉ ÈÙÏ ÔÚËÓ‰ ˙‡ Á«Ï÷Ï ‰ˆ«¯ È‡ ,‡Ï
:¯ËÈÙ
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¯ÙÒÓ‰ .‰ÒÈË Ì«¯Ë ˙»¯È÷Ï ÏˆÏˆÏ Íȯˆ ‰˙‡ :‰ÈÊίÓ
.03 655 4321
.Ì«Ï÷ ‰·¯ ‰„«˙
:¯ËÈÙ
Exercise 3
„Á‡ Ï‚Ï‚ ÏÚ ˙Á Ϙ Ò«ËÓ
1 A light aircraft has landed on one wheel.
a. one of the wheels was not functioning
b. on Saturday afternoon at Ben Gurion airport
c. because he wanted to ‘burn’ fuel to reduce the weight of the
plane before landing
Translation 1
A flying school’s light aircraft made an emergency landing on one
wheel at Ben Gurion airport. The incident happened on Saturday
afternoon. There were three passengers in the aircraft – a flight
instructor and two trainees.
During the flight, the instructor discovered that one of the wheels
of the plane was not functioning. He went on flying for three hours
in an attempt to repair the damage and to burn fuel in order to
reduce the weight of the aircraft. In the end, the aircraft managed
to land safely on one wheel, while at the airport ambulances and
fire engines were ‘waiting’ (for the aircraft).
2 Puppaccino Bar
a. Man’s best friend: yedido ha’tov b’yoter shel ha’adam
Ì„‡‰ Ï÷ ¯˙«È· ·«Ë‰ «„È„È
b. Recently la-akhronah ‰«¯Á‡Ï
c. Customers lakokhot ˙«Á«˜Ï
d. In Australia
e. Soya milk and pieces of meat
Translation 2
Man’s best friend also deserves to have a good time just like a
human being. This, at least, is what they think in Australia. That’s
where they’ve recently opened a cafe for dogs, that serves among
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other things ‘pupaccino’ – cappuccino designed for dogs, made
from soya milk and pieces of meat. In the picture [you can see]
‘customers’ meeting over a cup of coffee.
3/4 Good news: The dollar goes down „¯«È ¯Ï« „‰
The Israeli shekel is closely linked to the US dollar – when it goes
down the shekel goes up.
Bad news:
The price of electricity is on the rise ‰Ï«Ú ÏÓ ÷Á‰ ¯ÈÁÓ
Translation 3
The dollar fell last week by 1.5%. On Monday morning the dollar
was sold in the bank at 4.82 shekels. The reason for the fall: the
government accepted the economic plan and the security situation
has improved.
Translation 4
The price of electricity went up on Thursday this week by 5.34%.
The reason for the increase: the increase in the price of petrol. In
June the price of electricity will go up by 6%.
Exercise 4
ha’kvutzah ha’isreelit ha’rishonah she’siymah et ha’éko-tchalenge
b’nyu ziland: haya me-od kasheh. ha’tna-im hayu bilti efshari-im.
tsa-ádnu ba’régel b’harim tlulim bi’myukhad, b’kor ayom, im meat me-od shenah, kim-at bli mazon. hitkhálnu im hamon tikvah,
aval gamárnu ktsat lifney ha’makom ha’akharon. zeh lo haya
miskhak yeladim aval khavayah she’af pá-am lo nishkakh.
The first Israeli team to complete the Eco challenge in New
Zealand: “It was very difficult. Conditions were impossible. We
marched on foot in particularly steep mountains, in extreme cold
with very little sleep, almost without food. We started with high
hopes but we finished a little before the last place. It was not child’s
play but an experience that we will never forget.”
Exercise 5
(In order)
Pretty Woman; The Lion King; Murder on the Orient Express;
Harry Potter; A Midsummer Night’s Dream (Shakespeare)
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Exercise 6
1 Yossi and Miss Brazil (Unit 4, Exercise 12):
maríyah gonzáles: lo hikarti (I didn’t recognize) otkha!
yósi: ha’diétah hitslikha (succeeded) li, nakhon?
2 Uri and his mother (Unit 4, Exercise 10):
ima shel uri: rak li atah oseh be-ayot im ha’ókhel!
uri: akhshav avar li ha’te-avon.
3 Gady consulting the diary in his hand, to Gilah (Unit 7,
Exercise 9):
gadi (l’gilah): ba’shavú-a ha’ba, b’shabat ba’érev yesh li sha-ah
pnuyah…
4 Shlomo and Dvorah from the kibbutz (Unit 9, Dialogue 1)
talking to the couple from the bus (Unit 8, Dialogue 3):
shlomo u’dvorah: ha’yom ha’khayim lo kmo pá-am. ha’kol
me-od yakar…
ha’zug me’ha’ótobus: lo tamid, ra-ínu moda-ah al mivtsa
meyukhad u’ba’stav anákhnu nos-im li’drom amérikah….
5 Nekhamah to Yael (Unit 9, Exercise 5):
nekhámah l’ya-el: kvar avart dirah?
6 Maya and Peter (everywhere):
maya l’piter: halelú-yah!
piter l’maya: at rotsah li’kro et kol zeh akhshav?
7 A learner:
gamarti et ha’kurs? mah pit-om? rak hitkhálti!
Appendix I
Transliterations for
Units 10–14
Unit 10
Dialogue 1
piter:
ani mevin she’atem khaverim ba’kibuts, nakhon? mah
atem osim?
ido:
kshe’khazárti me’ha’tiyul ba’mizrakh ha’rakhok (zot
haytah ha’khufshah sheli akharey ha’sherut ba’tsava)
himshákhti la-avod ba’pardes kmo she’tamid asíti
b’khufshot mi’beyt ha’séfer. pá-am ratsíti li’hiyot
sakhkan, mi yodé-a? ulay yom ekhad? aval akhshav ani
ma-adif li’hiyot karov la’mishpakhah sheli lamrot
she’rov ha’khaverim sheli ozvim et ha’kibuts.
piter:
kháyah, gam at tiyalt akharey ha’tsava?
kháyah: lo, halákhti la’univérsitah, v’akhshav ani ovédet ba’mifal ba’ma-abadah. zeh me-anyen oti, ki lamádti
khímiyah.
piter:
ekh anashim tse-irim kamókhem mevalim et ha’zman
ha’panuy?
kháyah: yesh lánu ha’kol poh: ulam sport, brekhah, kolnó-a,
tizmóret, mak’helah, kol miney khugim: drama, tsiyur,
rikud. yesh mah la-asot.
piter:
nishma ide-áli!
ido:
ken, ulay. kshe’ába sheli higí-a me-irak, k’yéled, hayah
lo khalom li’vnot poh gan-éden. ha’yom yesh lánu
ha’kol aval beyntáyim eyn shalom, yesh rak tikvot.
Dialogue 2
maya:
ish:
atah toshav tsfat?
ken, ani ekhad me’ha’omanim she’garim poh. mah atem
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piter:
ha’ish:
maya:
ha’ish:
piter:
ha’ish:
omrim al ha’nof? mi’poh efshar lir-ot lo rak et har
meron, éla b’yom bahir, gam et ha’kinéret. tiyáltem kvar
ba’ir?
lo, od lo. zot ha’pá-am ha’rishonah sheli bi’tsfat. mah
keday lánu li’r-ot?
yesh harbeh mah li’r-ot. li’tsfat yesh históriyah ashirah.
ba’me-ot ha’shtem esreh v’ha’shlosh esreh, bi’tkufat
ha’tsalbanim, tsfat haytah mivtsar ba-al khashivut
estratégit. yoter me-ukhar, bi’tkufat ha’shilton ha’turki
ba’me-ah ha’shesh esreh, hityashvu bi’tsfat yehudim
she’bá-u mi’sfarad v’hi hafkhah l’merkaz tarbuti
v’rukhani gadol. poh kháyu rabanim gdolim vi’ydu-im.
shamátem al ha’rábi izkhak lúrya?
ken, vaday! ha’kabalist ha’mefursam.
nakhon. keday lakhem le’vaker b’veyt ha’knéset al shem
lúrya, she’nimtsa b’akhat ha’simta-ot ba’ir ha’atikah.
atah mit-anyen b’kabalah?
lo b’diyuk, aval mah she’hevi oti li’tsfat zeh b’khol zot
ha’avirah ha’myukhédet v’kamuvan gam ha’kehilah
ha’omanutit.
Reading comprehension
Peter’s letter home ha’mikhtav shel piter
ha’báytah
karolin v’adam ha’ykarim,
khazárti ha’érev mi’bikur nehedar shel arba-ah yamim ba’galil.
nasáti l’kheyfah, ir me-od yafah al khof ha’yam, u’mi’sham la’kibuts
shel ha’horim shel maya. akharey ha’shabat, hitkhálnu et ha’tiyul
b’vikur me-od me-anyen ba’kfar ha’druzi ‘daliat el-karmel’ b’dérekh
li’tsfat. dibárnu im kámah druzim she’hisbíru lánu ktsat al
ha’kehilah ha’meyukhédet shelahem. hem ezrakhim isre-elim l’khol
davar v’khayavim b’sherut tsva-i kmo kulam.
mi’sham nasánu li’tsfat, ir omanim me-od tsiyurit v’kaníti sham
matanot l’kulkhem. akhar kakh himshákhnu la’khof ha’tsfoni shel
yam kinéret v’bikárnu b’Capernaum (b’ivrit - kfar nakhum). sham
ra-ínu et ha’sridim shel beyt ha’knéset ha’bizánti me’ha’me-ah
ha’revi-it, she’bo hetif yéshu. akhar kakh himshákhnu darómah
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l’khamat gader, v’hitrakhátsnu ba’ma-ayanot ha’khamim.
ha’isre-elim do-agim: miflas ha’máyim ba’kinéret yored kol shanah.
ha’be-ayah kamuvan, hi she’b’israel lo yored maspik géshem.
ba’dérekh khazarah ha’báytah, bikárti gam b’natséret. pagáshnu
notsrim she’natnu lánu l’hikanes li’knesiyat ha’bsorah, lamrot
she’kvar hayah sagur l’hafsakat tsohoráyim.
yesh od harbeh mah li’r-ot. ani me-od mekaveh la’khzor yom ekhad
itkhem v’la’asot tiyul yoter arokh v’az le’vaker gam bi’tvéryah.
drishat shalom l’kulam,
neshikot, piter
Unit 11
Dialogue 1
piter:
maya:
piter:
maya:
piter:
maya:
piter:
maya:
piter:
maya:
matay nagí-a?
lefi ha’tnu-ah, ani khoshévet she’nagí-a lifney
ha’tsohoráyim.
me-od kham ha’yom, ani mamash lo yakhol le’khakot
ad she’nitrakhets b’yam ha’mélakh.
shakhákhta she’b’yam ha’mélakh i esfshar mamash
liskhot? zeh lo na-im kshe’mélakh nikhnas la’eynáyim.
khuts mi’zeh, biglal ha’minerálim she’ba’yam, zeh ktsat
kmo l’hitrakhets b’shémen malú-akh…
ani batú-akh she’zot khavayah. ani rotseh tmunah
kshe’ani tsaf v’kore iton ba’máyim. akhéret lo ya-amínu
li ba’báyit.
ani mavtikhah she’atsalem otkha. (After a break) oy,
va-avoy!, yesh lánu be-ayah!
mah karah? lamah atsart?
ani khoshévet she’gam la’rékhev yoter miday kham. ani
matsi-ah she’lo namshikh lifney she’nevakesh ezrah. ani
etstarekh le’talfen.
tov she’yesh lanu telefon nayad, ani met li’shtot. eyfoh
ha’máyim she’hevénu?
(Peter starts looking for the water on the back seat.)
lo ta-amin piter, gam ha’télefon mekulkal.
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piter:
eyn lánu mazal ha’yom. mah ha’sha-ah? ulay b’khol zot
namshikh, anákhnu kim-at sham.
Dialogue 2
maya:
piter:
maya:
piter:
maya:
az mah akhshav?
tagidi: “amárti lekha” va’ani argish ashem.
zeh b’séder, gam ani ashemah. ulay tistakel ba’manó-a?
ani lo mevin davar bi’mkhoniyot. hey, tir-i! sham al yad
ha’kvasim omed ro-eh bedu-i v’– éyzeh nes! – medaber
b’telefon nayad. ulay hu ya-azor lanu?
ken, taruts maher lifney she’hu boré-akh.
(Peter runs over to the Bedouin while Maya watches his
excited waving of hands from the car. Eventually Peter
returns to the car with a friendly looking man – and the
mobile phone.)
piter:
maya:
hineh, tetsaltseli l’mishéhu le’vakesh ezrah.
hakhi tov she’etkasher l’moshe ba’musakh v’nishma
mah hu yatsí-a.
(Maya explains the situation to Moshe.)
maya:
takshiv, hu yagid lanu b’diyuk mah la-asot. o key! al
tiftakh et mikhseh ha’manó-a. tekhakeh ad
she’ha’rékhev yitkarer ktsat, v’az tivdok im yesh máyim
ba’radi-átor.
(After waiting, Peter opens the bonnet.)
piter:
eyfoh b’diyuk ha’radi-átor?
ha’bedu-i: tekhef ani ar-eh lekha.
maya:
yofi, todah. halo moshe, matsánu et ha’radi-átor, zeh
ha’meykhal im ha’mikhseh, nakhon? zeh reyk! piter,
temale et zeh b’vakashah b’máyim aval bi’zhirut, ki zeh
kham.
piter:
éyzeh mazal she’hevéti bakbuk máyim gadol. zehu.
ha’radi-átor male v’lamadti mashéhu khadash.
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Dialogue 3
karyan:
maya:
piter:
maya:
piter:
maya:
piter:
takhazit mézeg ha’avir la’yamim ha’krovim: ha’sharav
yimashekh b’rov azorey ha’árets. likrat sof ha’shavú-a
tsfuyah yeridah ba’temperatúrot. ha’temperatúrot
l’makhar….b’eyzor yam ha’mélakh beyn esrim v’shalosh
ma-álot tsélsius ba’laylah ad shloshim v’khamesh maalot ba’yom.
kmo she’khashávti. makhar yihyeh od yoter kham.
ha’khom poh oleh al ha’atsabim. lo péle she’ha’isre-elim
nos-im kmo meshuga-im.
tov she’yesh lakh mizug avir ba’oto.
ken, hayu lanu hamon te-unot drakhim az ha’yom yesh
khok: kol rékhev khayav b’mizug avir.
ha’nehagim mitnahagim yoter yafeh ba’khóref?
halevay! ba’khóref gam tsarikh li’nsó-a bi’zhirut ki yesh
sakanot akherot. l’mashal poh ba’négev yesh lif-amim
shitfonot kshe’yordim gshamim kvedim.
l’fakhot lo yored lakhem géshem kol ha’zman kmo
etsléynu.
Unit 12
Dialogue 1
akhot:
kholeh:
akhot:
kholeh:
akhot:
adoni, atah lo ro-eh et ha’shélet? eyn knisah li’klavim!
mah at rotsah she’ani e-eseh im ha’kélev? misken! tir-i
eyzeh kélev naki. tni li l’hash-ir oto poh. hu lo ohev
li’hiyot levado ba’báyit.
ani mitsta-éret adoni, tafsik le’vakesh, zeh lo ya-azor
lekha. ba’pa-am ha’ba-ah, mtsa la’kélev baybi siter.
v’akhshav kshor oto b’vakashah ba’khuts.
eyn lakh régesh l’khayot? kham ba’khuts!
tagid la’kélev shelkha she’yeshev ba’tsel! (To Peter)
piter grin?
male b’vakashah et ha’tófes lifney she’atah nikhnas
la’rofe.
(Peter goes in to see the doctor.)
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piter:
rofe:
piter:
rofe:
piter:
doktor, ani b’emet lo margish tov. yesh li ke-ev rosh
me’etmol ba’érev, ko-évet li ha’béten v’yesh li bkhilah.
bo aleh al ha’mitah v’evdok otkha, lamrot she’ani
khoshev she’efshar le’nakhesh mah karah lekha. bilita et
kol ha’yom ba’shémesh etmol?
davkah lo. omnam hitrakhátsti b’yam ha’mélakh aval
zeh hayah akharey ha’tsohoráyim kshe’ha’shémesh
pakhot khazakah.
atah lo ragil la’khom v’ha’she-elah hi im gam shatíta
maspik.
ekh yadáta? nakhon, bi’mkom li’shtot et ha’mayim,
samti otam ba’radi-átor shel ha’óto….
Dialogue 2
piter:
maya:
piter:
maya:
piter:
maya:
piter:
maya:
piter:
mi zeh? maya? efshar l’hikanes.
hay, ekh atah margish? al tazuz me’ha’mitah, ani eshev
al ha’kiseh l’yadkha. mah ha’rofe amar?
hu amar she’ani ekhyeh v’im gam ezkor lishtot maspik,
az zeh lo yikreh li shuv.
hayíti tsrikhah li’shmor alékha. lo nizhárti maspik.
akharey ha’kol, atah lo ragil la’káyits ha’isre-eli.
al tid-agi, ani b’emet b’séder. ani gam lo mitkaven
l’hisha-er ba’mitah kol ha’yom. al tishkekhi she’od lo
nifgáshti im mar blum me’ha’mif-al v’hu mekhakeh lanu
b’árba.
atah khoshev she’zot khutspah le’vakesh miménu
she’yavo l’hipagesh itkha ba’malon?
b’hekhlet! u’v’khol mikreh, bishvili yihiyeh yoter tov
la’lékhet elav ki ani gam rotseh lir-ot et ha’mif-al.
ani ro-ah she’atah lo mevater b’kalut. hakhlamah
mehirah!
todah, az l’hitra-ot b’shalosh va’khétsi.
Dialogue 3
maya:
piter:
maya:
lámah rak b’shalosh va’khétsi. atah lo ra-ev?
eyn li te-avon ha’yom. ani rak tsame.
ani asaper lekha bdikhah, ulay zeh ya-aseh lekha
te-avon.
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mishpakhah yoshévet b’mis-adah. ha’meltsar magish
la’ishah tsalákhat marak. ha’ishah mistakélet el ha’ba-al
v’hu kor-e la’meltsar:
ha’bá-al: ishti mevakéshet she’tit-am me’ha’marak.
meltsar: mah pit-om?
ha’bá-al: tit-am v’tir-eh.
meltsar: mah lo b’séder im ha’marak? hu malú-akh miday, lo
maspik kham?
ha’bá-al: lo khashuv mah lo b’séder, hi mevakéshet she’tit-am.
meltsar: mah atah rotseh miméni? yesh zvuv ba’marak o mah?
ha’bá-al: al tish-al she-elot, tit-am v’tir-eh b’atsmekha.
meltsar: aval zeh lo mekubal adoni; lamah she’lo tagid li mah lo
b’séder im ha’marak?
ha’bá-al: mah zeh meshaneh? tit-am kvar.
meltsar: tov, im ha’gvéret mit-akéshet…o key. eyfoh ha’kaf?
ha’bá-al v’ha’ishah yakhad: ah, hah!……
Unit 13
Dialogue 1
piter:
zeh séfer kaved. ulay ekhzor makhar?
ba-al he’khanut: lo, adoni, mah pit-om! ani yehudi dati, etsli
sagur b’shabat. atah lo mi’poh, nakhon?
piter:
nakhon. ani me’ángliyah.
ba-al he’khanut: etslakhem lo ovdim b’yom rishon, nakhon?
piter:
lo b’khol makom. pá-am zeh hayah kákhah.
aval ha’yom rov ha’anashim lo shomrim al
yom menukhah kavú-a v’efshar li’mtso
khanuyot ptukhot kol ha’zman.
ba-al he’khanut: etslénu nahug akhéret. ha’muslemim shomrim al
yom ha’shishi k’yom menukhah. ha’notsrim
kamuvan mevakrim ba’knesiyah b’yom rishon.
u’v’shabat lo timtsa harbeh mekomot ptukhim.
poh garim harbeh ma-aminim. zot ir kdoshah
l’fakhot l’kol ha’datot ha’monote-ístiyot, kmo
ha’yahadut, ha’natsrut v’ha’islam.
piter:
b’emet samti lev she’ro-im anshey dat shonim
ba’rkhovot; kulam levushim b’shakhor v’lavan.
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ba-al he’khanut: ken, anshey dat b’dérekh klal mitlabshim
bi’tsniyut. aval l’fi da-atkha, efshar la’khshov al
yerushaláyim b’shakhor v’lavan?
piter:
l’mah atah mitkaven?
ba-al he’khanut: pashut ha’históriyah shel yerushaláyim mar-ah
she’anashim ba-aley emunot shonot ro-im et
ha’ir ha’kdoshah lahem, b’or shoneh.
piter:
ani ro-eh et yerushaláyim k’ir shel zahav kmo
ba’shir shel na-omi shémer: “ yerushaláyim shel
zahav v’shel nekhóshet v’ shel or…”
Dialogue 2
ayelet:
maya:
ayélet:
piter:
ayélet:
maya:
ayélet:
maya:
ayelet:
maya:
maya? éyzo hafta-ah! mah at osah poh?
ayélet! éyzeh yófi! mi’zman lo ra-íti otakh! at nir-et
nehedar! piter, zot ayélet, khaverah tovah sheli
me’ha’univérsitah. (To Ayelet) piter gam itonay,
anákhnu mistovevim ba-árets v’ani mekavah she’hu
mitrashem l’tovah.
na-im me-od. mah tikhtov aléynu, piter?
et ha’emet kamuvan!
bli safek! maya, ha’im at od ovédet b’ “ma-ariv”?
lo, hekhláfti avodah, ani b’ “kol yisra-el”. v’mah itakh?
at bétakh ba’dérekh li’hyot rosh ha’memshalah hakhi
tse-irah ba’mizrakh ha’tikhon.
titpal-i, ulay tit-akhzevi, aval kvar nishbar li
me’ha’polítikah. ani psikhológit b’makhléket ha’yladim
b’hadasah.
ani lo me-ukhzévet, ani davkah ma-arikha otakh, gam
kákhah at yekholah le’hatsil et ha’olam.
ve’at, at merutsah me’ha’avodah? mah im ha’ide-álim
shelakh? azavt et ha’kibuts l’gámrey?
lo, ani adáyin khaverat kibuts, u’bi’khlal mi omer
she’l’itona-im eyn ide-álim?
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Reading comprehension
yerushalayim
a. migdal david: lifney shlóshet alafim shanah david ha’mélekh
asah et yerushaláyim l’merkaz le-umi v’dati shel am isra-el.
ha’yom, ha’migdal hu muze-on she’masbir et ha’históryah shel
yerushaláyim dérekh tkufot ha’shilton ha’shonot.
b. ha’knéset: ha’parlament shel medinat isra-el. b’isra-el yesh meah v’esrim khavrey knéset, yehudim, arvim, u’druzim.
c. ha’kótel ha’ma-aravi: nimtsa al har ha’moriyah she’nikra
b’isra-el - har ha’báyit. ha’yehudim ma-aminim she’sham avraham
amad l’hakriv et yitskhak. sham banah ha’mélekh shlomo et beyt
ha’mikdash ha’rishon, v’ha’mélekh hordus et beyt ha’mikdash
ha’sheni, mi’zeh nish-ar ha’yom rak ha’kótel (ha’kir) ha’ma-aravi.
d. yad v’shem: ha’muze-on l’zékher ha’sho-ah. ba’makom nimtsa
gam ha’arkhiyon le’mekhkar v’tiyud. v’gam sderat ha’etsim
l’zékher khasidey umot ha’olam. ha’shem ba mi’yishayah
nun”vav, khamesh.
e. misgad kipat ha’séla: zeh ha’misgad im kipat ha’zahav
ha’mefursémet she’ro-im tamid ba’tmunot shel yerushaláyim.
makom kadosh l’muslemim, gam hu nimtsa al har ha’báyit.
ha’misgad ha’khashuv ha’sheni nikra misgad el-áksa.
f. viyah doloróza: ha’dérekh ha’akhronah she’bah yéshu halakh
im ha’tslav. ba’dérekh hu atsar pe-amim mispar.
g. knesiyat ha’kéver ha’kadosh: ota banah ha’keysar konstantin
ba’tkufah ha’bizántit. ha’notsrim ma-aminim she’hu banah et
ha’kensiyah ba’makom bo yéshu nitslav.
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Unit 14
Dialogue 1
im atah metsaltsel b’késher la’moda-ah ba’iton, hakesh akhat.
le’tashlum kheshbon dérekh ha’télefon, hakesh shtáyim.
im ishtekha barkhah me’ha’báyit, hakesh shalosh.
im atah rotseh le’daber im ha’bos, atah tsarikh kodem li’mtso oto.
hu mevukash al yedey ha’mishtarah.
im eyn lekha mah l’hagid, hakesh arba.
im atah b’khol zot rotseh l’hash-ir hoda-ah, hakesh khamesh.
o im atah rotseh l’hikanes hakesh ba’delet.
Dialogue 2
merkaziyah: modi-in shalom – ba’meh efshar la-azor lekha?
piter:
ani tsarikh et mispar ha’télefon shel sherutey el al
b’vakashah.
merkaziyah: atah tsarikh mo-ed hamra-ah o nekhitah?
piter:
lo, ani rotseh li’shló-akh et ha’mit-an lifney ha’tisah.
merkaziyah: atah tsarikh le’tsaltsel l’sherut trom tisah. ha’mispar
éfes shalosh, shesh me-ot khamishim v’khamesh,
arba shalosh shtáyim akhat.
piter:
todah rabah, shalom.
(Peter finally gets the right number, but has to wait
when he hears…)
sherut el al shalom – kol ha’amadot tfusot, nah
hamten v’te-aneh l’fi ha’tor.
(At last he’s through.)
piter:
pkidah:
piter:
pkidah:
piter:
ani rotseh li’shló-akh et ha’mit-an makhar, le-an ani
tsarikh l’havi oto?
matay ha’tisah shelkha?
mokhrotáyim, me-od mukdam ba’bóker.
metsuyan, im ta-aseh tshek-in yom kódem, tukhal
li’shon ad yoter me-ukhar ba’bóker.
zeh ha’ra-ayon.
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pkidah:
ha’któvet hi rekhov ben-yehudah esrim v’khamesh,
patu-akh beyn ha’sha-ot…
Reading comprehension
Important people anashim khashuvim
nehag:
aval kvodo, zeh bilti efshari. ha’nesi-a lokákhat
l’fakhot khatsi sha-ah. im esa maher miday
ha’mishtarah ta-atsor oti v’yikkhu li et ha’rishayon.
ha’apifyor: ani mukhrakh l’hagí-a maher. eyn brerah, ten li et
ha’maftekhot b’vakashah, ani enhag b’atsmi.
nehag:
ekh she’atah rotseh.
(The Pope sits at the wheel, steps on the accelerator, and drives at 150 km per hour. It’s not long
before a policeman stops him. The policeman takes
a look at the driver and calls his boss.)
shoter alef: yesh li poh nehag she’avar al ha’mehirut ha’mutéret.
hu nasa me-ah v’khamishim kilométer l’sha-ah –
mah la-asot?
shoter bet: mah zot oméret? mah she’tsarikh la-asot: la’tet lo
knas, li’vdok im hu shatah, la’atsor oto. taluy…
shoter alef: zeh lo kol kakh pashut, hu ish me-od khashuv.
shoter bet: kámah khashuv? mah hu sar ba’memshalah?
shoter alef: lo, yoter khashuv.
shoter bet: mah, hu ha’ramatkal, ha’nasi?
shoter alef: lo, od yoter khashuv.
shoter bet: mah atah medaber shtuyot, mi khashuv yoter
me’ha’nasi? rosh ha’memshalah?
shoter alef: lo, harbeh yoter khashuv.
shoter bet: nu kvar, az mi zeh?
shoter alef: ani lo yodé-a, aval ha’apifyor hu ha’nehag shelo.
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Appendix II
Quick Grammar
Reference
Sentence structure
The noun sentence
I am Peter Green ani piter grin Ôȯ‚ ¯ËÈÙ È‡
The literal translation of the Hebrew would be ‘I Peter Green’.
Hebrew implies, rather than expresses, the verb ‘to be’ in the
present tense.
Questions
Questions keep the word order of statements but the intonation
changes as the pitch rises towards the end of the sentence: Are
you Peter Green?atah piter grin ?Ôȯ‚ ¯ËÈÙ ‰˙‡
Questions can be introduced with ha’im
translated):
̇‰ (which is not
Are you Peter Green? ha’im atah piter grin
?Ôȯ‚ ¯ËÈÙ ‰˙‡ ̇‰
Or with common question words:
who? mi ?ÈÓ
what? mah ?‰Ó
where? eyfoh ?‰Ùȇ ; from where? me-ayin
to where? le-an ?Ô‡Ï
when? matay ?È˙Ó
?ÔȇÓ
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why? lámah ?‰ÓÏ
how? ekh ?Íȇ
how much? kamah ?‰ÓÎ
which/what? eyzeh/eyzo ?«Êȇ/‰Êȇ
Negation
In order to negate a statement or question insert lo ‡Ï in front
of the word you are negating. Note that in Hebrew ‡Ï means both
‘no’ and ‘not’:
Are you a professor? No, I’m not a professor.
atah profésor? lo, ani lo profesor
¯«ÒÙ«¯Ù ‡Ï È‡ ,‡Ï ?¯«ÒÙ«¯Ù ‰˙‡
Words such as:
ÌÚÙ Û‡
‘no-one’ af ekhad „Á‡ Û‡
‘nothing’ Ì»ÏÎ / shum dabar ¯·„ Ì»÷
do not replace ‡ Ï but appear (not strictly correctly) in colloquial
‘never’ af pá-am
Hebrew as additional negatives:
Ì»ÏÎ È˙¯Ó‡ ‡Ï
I said nothing lo amarti klum
She ate nothing hi lo akhlah shum davar
¯·„ Ì»÷ ‰Ï· ‡Ï ‡È‰
Parts of speech
Articles
Hebrew has no indefinite article (‘a’ or ‘an’) but it does have a
definite article.
‘The’ ha ‰ attaches itself to the noun as a prefix:
girlfriend khaverah
‰¯·Á
the girlfriend ha’khaverah
‰¯·Á‰
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Proper names, as in English, are by nature definite and are
therefore never preceded by ‘the’ ha ‰ .
Nouns
Hebrew nouns have two genders, masculine and feminine.
(There is no neuter, so Hebrew never refers to anything as ‘it’.)
Most feminine nouns in the singular end with either an ‘ah’
sound or ‘et’ or ‘it’ - their final letters being ‰ or ˙ .
A male friend is khaver
‰¯·Á .
¯·Á and a female friend khaverah
A male journalist is itonay
itona-it ˙ȇ«˙ÈÚ .
ȇ«˙ÈÚ and a female journalist
NB Countries and cities are always feminine, as are the words for
‘country’ érets ı¯‡ and ‘city’ ir ¯ÈÚ .
Plurals are generally formed with the ending -im
masculine nouns and -ot ˙«- for feminine nouns:
ÌÈ- for
friend(s) m./f. khaver/khaverim khaverah/khaverot
˙«¯·Á ,‰¯·Á/Ìȯ·Á ,¯·Á
journalist(s) m./f. intonay/itona-im itona-it/itonayot
˙«È‡«˙ÈÚ/˙ȇ«˙ÈÚ Ìȇ«˙ÈÚ/ȇ«˙ÈÚ
There are some exceptions: egg betysah
plural is beytsim ÌȈȷ .
‰ˆÈ· is feminine; its
Some nouns take the plural ending ‘-áyim’
implies a pair.
Example:
eyes eynáyim
ÌÈÈ- . This often
ÌÈÈÈÚ , a fortnight shvu-áyim ÌÈÈÚ»·÷
But not always: water is máyim
ÌÈÓ .
Personal pronouns
Hebrew makes a gender distinction in the second and third
persons. When referring to a mixed group of people, the masculine form is used.
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I (m.f.)
ani
you (m. sing.)
atah
you (f. sing.)
at
he
hu
she
hi
we (m.f.)
anákhnu
you (m.f.pl.)
atem(n)
they (m.f.pl.)
hem(n)
È‡
‰˙‡
˙‡
‡»‰
‡È‰
»Á‡
(Ô)Ì˙‡
(Ô)̉
Personal pronouns are often used for clarification in noun
sentences (see above), where the verb ‘to be’ is implied:
This train is the fastest in the country
ha’rakevet ha’zot hi hakhi mehirah ba’arets
ı¯‡· ‰¯È‰Ó ÈΉ ‡È‰ ˙‡Ê‰ ˙·Î¯‰
Relative pronouns
The relative pronouns ‘who/whom’, ‘which/that’ are expressed by
the prefix she’ …÷ , or (less frequently) by the word asher ¯÷‡ :
The book that you gave me is interesting
ha’sefer she’natata (asher natata) li me-anyen
ÔÈÈÚÓ ,ÈÏ (˙˙ ¯÷‡) ˙˙÷ ¯ÙÒ‰
English can omit the relative pronoun: ‘the book you gave me…’
- Hebrew must use …÷ or ¯÷‡ .
Demonstratives
Pronouns:
Ò»·«Ë«‡ ‰Ê
This is a station (f.) zot takhanah ‰Á˙ ˙‡Ê
This is a bus (m.) zeh otobus
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Note the gender distinction for ‘this’ in the singular, but the
plural has only one form:
˙«È·‚Ú ‰Ï‡
ÌÈ«ÙÙÏÓ ‰Ï‡
These are tomatoes éleh agvaniyot
These are cucumbers éleh melafefonim
But ‘that one’/’those’ distinguishes between gender and number:
ha’hu/ha’hi
‡È‰‰/‡»‰‰ ha’hem/ha’hen Ô‰‰/̉‰
I would like these but not those ani rotseh et éleh aval lo
ha’hem(m.)/ha’hen(f.)
Ô‰‰/̉‰ ‡Ï Ï·‡ ‰Ï‡ ˙‡ ‰ˆ«¯
È‡
Demonstrative adjectives with the definite article:
‘this’ man ha’ish ha’zeh
‘this’ woman ha’ishah ha’zot
‰Ê‰ ÷ȇ‰
˙‡Ê‰ ‰÷ȇ‰
‘that’ man ha’ish ha’hu
‘that’ woman ha’ishah ha’hi
‡»‰‰ ÷ȇ‰
‡È‰‰ ‰÷ȇ‰
‘these’ boys and girls
ha’yeladim v’ha’yladot ha-éleh
*‰Ï‡‰ ˙«„Ïȉ ÌÈ„Ïȉ
those boys and girls …ha-hem
those girls …ha-hen
̉‰ ˙«„Ïȉ ÌÈ„Ïȉ
Ô‰‰ ˙«„Ïȉ
*You may sometimes hear the more formal ha’élu
masculine plural: »Ïȇ‰ ÌÈ„Ïȉ
»Ïȇ‰ for the
Adjectives
In Hebrew an adjective follows the noun it describes and agrees
with it in gender and number. It has four forms; masculine,
feminine, singular and plural. The two most common feminine
endings are -ah ‰ and -it ˙È .
The plural endings are the same as for nouns, -im ÌÈ- for the
masculine and -ot ˙«- for the feminine.
a good evening érev tov
·«Ë ·¯Ú
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‰·«Ë ˙·«˙Î
ÌÈ·«Ë ÌÈ˯Ò
a good address któvet tovah
good films sratim tovim
If a noun is definite, its qualifying adjective must also be definite
and must be prefixed with ‘ha’ ‰ :
kosher restaurants mis-adot ksherot
˙«¯÷Î ˙«„ÚÒÓ
the kosher restaurants ha’mis-adot ha’ksherot
˙¯÷Ή ˙„ÚÒÓ‰
Note that without the ‰ in front of the adjective, the phrase will
mean something else with the verb ‘to be’ implied (see noun
sentence above):
The restaurant is kosher ha’mis-adah ksherah
Many adjectives can be followed by li, lekha
you…) to express a feeling or state of being:
It’s hard for me kasheh li
‰¯÷Î ‰„ÚÒÓ‰
…ÍÏ ,ÈÏ (to me, to
ÈÏ ‰÷˜ Is he cold? kar lo ?«Ï ¯˜
Adverbs
Adverbs describe ‘the manner in which’.
The masculine singular of many adjectives can be used as adverbs:
He works hard hu oved kasheh
‰÷˜ „·«Ú ‡»‰
Another way of forming adverbs is to add the preposition
‘in/with’ · to the relevant noun:
He drives fast hu nose-a bi’mhirut ˙»¯È‰Ó· ÚÒ« ‡»‰
Some common adverbs of time and place:
now akhshav
later akhar kakh
before lifney
after akharey
again shuv
here poh
ÂÈ÷ÎÚ
ÍÎ ¯Á‡
ÈÙÏ
ȯÁ‡
·»÷
‰Ù
once pá-am
then az
once again shuv pá-am
yesterday etmol
tomorrow makhar
there sham
ÌÚÙ
ʇ
ÌÚÙ ·»÷
Ï«Ó˙‡
¯ÁÓ
Ì÷
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4211
direction (ending in ‘ah’
‰ - similar to ‘-wards’):
home(wards) ha’báytah ‰˙È·‰
to the left/right smólah/yemínah ‰ÈÓÈ/‰Ï‡Ó◊
upwards l’málah ‰ÏÚÓÏ / downwards l’mátah ‰ËÓÏ
forwards kadímah ‰ÓÈ„˜ / backwards akhórah ‰¯«Á‡
quantity
less pakhot
more yoter
enough maspik
almost kim-at
a little ktsat
few me-at
some kamah
many, much harbeh, hamon
˙«ÁÙ
¯˙«È
˜ÈÙÒÓ
ËÚÓÎ
˙ˆ˜
ËÚÓ
‰ÓÎ
Ô«Ó‰,‰·¯‰
Numbers (cardinal)
Numbers in Hebrew have masculine and feminine forms. When
counting, giving a telephone number, a bus or street number, or
telling the time, the feminine form is used.
Feminine
0 éfes
1 akhat
2* shtáyim
3 shalosh
4 arba
5 khamesh
6 shesh
7 shéva
8 shmóneh
9 tésha
10 éser
ÒÙ‡
˙Á‡
ÌÈÈ˙÷
÷«Ï÷
Ú√¯‡
÷ÓÁ
÷÷
Ú·÷
‰«Ó÷
Ú÷˙
¯◊Ú
*shtey(f.) È˙÷ and shney(m.)
by nouns.
Masculine
éfes
ekhad
shnáyim
shloshah
arba-ah
khamishah
shishah
shiv-ah
shmonah
tish-ah
asarah
ÒÙ‡
„Á‡
ÌÈÈ÷
‰÷«Ï÷
‰Ú·¯‡
‰÷ÈÓÁ
‰÷È÷
‰Ú·÷
‰«Ó÷
‰Ú÷˙
‰¯◊Ú
È÷ are used when accompanied
344
Example:
2 books shney sfarim
ÌȯÙÒ È÷ .
For numbers over 10 see pp. 108–10.
For ordinal numbers see p. 124.
Conjunctions
Conjunctions join statements together to make single sentences.
In Hebrew ‘and’ v’ …Â is not a separate word as it is in
English, but always appears as a prefix:
Boris and Sonya
she’
‰È«Ò Òȯ«· .
…÷ – ‘that’ – also always appears as a prefix:
I think that you’re right ani khoshev she’atah tsodek
˜„«ˆ ‰˙‡÷ ·÷«Á È‡
Other common conjunctions:
but
because
when
before
after
even though
aval
ki/mipney she’…
kshe’…/ka-asher
lifney she’…
akharey she’…
lamrot she’…
Ï·‡
…÷ ÈÙÓ/ÈÎ
¯÷‡Î/…÷Î
…÷ ÈÙÏ
…÷ ȯÁ‡
…÷ ˙«¯ÓÏ
Prepositions
Inseparable prepositions
In Hebrew the prepositions ‘in/on’ b’ √ , ‘to/for’ l’ Ï and ‘from’
mi’ Ó are single letters attached to the word they precede.
These are known as ‘inseparable prepositions’ (indicated by an
apostrophe in our transliteration):
in Tel Aviv b’tel-aviv ·È·‡ Ï˙·
for a month l’khódesh ÷„«ÁÏ
from when? mi’matay ?È˙ÓÓ
345
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When b’ and l’ Ï,· are attached to definite nouns, ‘the’
dropped and Ï,· are pronounced ba and la:
in an office b’misrad
‰ is
„¯◊Ó√ in the office ba’misrad „¯◊Ó√
(Our third inseparable proposition mi Ó does not contract when
combined with ha ‰ : from the office me’ha’misrad „¯ ◊Ó‰Ó .)
Proper names, being definite, do not take ‘the’ ‰ . The prepositions do not change either. In Netanya is b’netanya ‰È˙ √ .
Prepositions with endings
Prepositions are often used with pronouns: with me, for you, on
it, about them. When this happens in Hebrew, the preposition
takes a pronoun ending. See the separate listing on pp. 348–9 for
prepositions with pronoun endings covered in this course.
The particle et ˙‡
A direct object answers the question ‘what’ or ‘whom’ of a
sentence.
Direct objects are indefinite (a waiter, a letter) or definite (the
waiter). In Hebrew, a definite direct object must always be
preceded by the particle et ˙‡ . The particle ˙‡ is never
translated, it is simply a marker signalling the definite direct
object:
¯ˆÏÓ ‰‡«¯ È‡
I see the waiter ani ro-eh et ha’meltsar ¯ˆ ÏÓ ‰ ˙‡ ‰‡«¯ È‡
I see a waiter ani ro-eh meltsar
I see Avital ani ro-eh et avital
ÏËÈ·‡ ˙‡ ‰‡«¯ È‡
When a pronoun is a direct object, the particle
pronoun endings:
˙‡ is used with
346
(Ô)̉ (Ô)Ì˙‡
(Ô)Ì˙«‡ (Ô)ÌÎ˙‡
otam(n) etkhem(n)
them
(m./f.)
you
(m./f.pl.)
»Á‡
»˙«‡
‡È‰
‰˙«‡
‡»‰
«˙«‡
˙‡
Í˙«‡
‰˙‡
Í˙«‡
È‡
È˙«‡
otánu
otah
oto
otakh
otkha
oti
us
her
him
you (f.)
you (m.)
me
Examples:
She wants to meet them
hi rotsah li’fgosh otam
He took the apple and ate it
hu lakakh et ha’tapúakh «˙«‡
v’akhal oto
Ì˙«‡ ÷«‚ÙÏ ‰ˆ«¯ ‡È‰
Ï· Á»Ù˙‰ ˙‡ Á˜Ï ‡»‰
Verbs
For conjugations, see the separate verb glossary on pp. 350–70.
For use of tenses and of verb groups (binyanim), consult the
index.
Appendix III
348
Prepositions chart
(Ô)̉
(Ô)̉ȯÁ‡
(Ô)Ì˙‡
(Ô)ÌÎȯÁ‡
akhreyhem/n akhreykhem/n
(Ô)Ìȇ
eynam/n
(Ô)̉Èχ
elehem/n
(Ô)Ìψ‡
etslam/n
(Ô)Ì˙«‡
otam/n
(Ô)̉·
(Ô)ÌÎȇ
eynkhem/n
(Ô)ÌÎÈχ
elekhem/n
(Ô)ÌÎψ‡
etslakhem/n
(Ô)ÌÎ˙‡
etkhem/n
(Ô)Ìη
bahem/n
bakhem/n
Ô/ÌÓˆÚ·
Ô/ÌÎÓˆÚ·
(Ô)ÌÏÈ·÷·
(Ô)ÌÎÏÈ·÷·
b’atsmam/n b’atsmekhem/n
»Á‡
»ȯÁ‡
akharéynu
»ȇ
eynénu
»Èχ
(Ô)ÌÏ»Î
(Ô)̉«ÓÎ
kmohem/n
(Ô)ÌÎÏ»Î
kulkhem/n
(Ô)ÌΫÓÎ
kmokhem/n
akharéha
‰ȇ
‡»‰
ÂȯÁ‡
akharav
Âȇ
eynah
eyno
elénu
eléhah
‰Èχ
ÂÈχ
»Èψ‡
‰Ïˆ‡
«Ïˆ‡
»˙«‡
‰˙«‡
«˙«‡
etsléynu
otánu
»·
bánu
»ÓˆÚ·
b’atsménu
»ÏÈ·÷·
bishvilam/n bishvilkhem/n) bishvilénu
kulam/n
‡È‰
‰È¯Á‡
»Ï»Î
kulánu
»«ÓÎ
kamónu
etsla
otah
‰·
bah
‰ÓˆÚ·
b’atsmah
‰ÏÈ·÷·
bishvilah
‰Ï»Î
kulah
‰«ÓÎ
kamóha
elav
etslo
oto
«·
bo
«ÓˆÚ·
b’atsmo
«ÏÈ·÷·
bishvilo
«Ï»Î
kulo
»‰«ÓÎ
kamóhu
˙‡
ÍȯÁ‡
akharáyikh
Íȇ
eynekh
ÍÈχ
eláyikh
Íψ‡
etslekh
Í˙«‡
otakh
Í·
bakh
ÍÓˆÚ·
b’atsmekh
ÍÏÈ·÷·
bishvilekh
ÍÏ»Î
kulekh
Í«ÓÎ
kamokh
‰˙‡
ÍȯÁ‡
akharékha
Íȇ
eynkha
ÍÈχ
È‡ preposition
ȯÁ‡
ȯÁ‡
akharay
Èȇ
eynéni
Èχ
after
Ôȇ
(it) is not
χ
elékha
elay
Íψ‡
Èψ‡
etsli
by, at
Í˙«‡
È˙«‡
˙‡
Í·
È·
etslekha
otkha
bekha
ÍÓˆÚ·
b’atsmekha
ÍÏÈ·÷·
bishvilkha
ÍÏ»Î
kulkha
Í«ÓÎ
kamókha
oti
bi
ÈÓˆÚ·
to, towards
ψ‡
_
·
in
̈ڷ
b’atsmi
“itself”
ÈÏÈ·÷·
ÏÈ·÷·
bishvili
ÈÏ»Î
kuly
È«ÓÎ
kamóny
for
ÏÎ
all of
«ÓÎ
like
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4211
(Ô)̉Ï
(Ô)ÌÎÏ
»Ï
‰Ï
«Ï
ÍÏ
ÍÏ
ÈÏ
Ï
lahem/n
lakhem/n
lánu
lah
lo
lakh
lekha
li
to, for
(Ô)Ì„·Ï
(Ô)Ì΄·Ï
»„·Ï
‰„·Ï
«„·Ï
Í„·Ï
Í„·Ï
È„·Ï
„·Ï
levadam/n levadkhem/n
levadénu
levadah
levado
levadekh
levadkha
(Ô)Ì„ÈÏ
levadi on one’s own
(Ô)Ì΄ÈÏ
»„ÈÏ
‰„ÈÏ
«„ÈÏ
Í„ÈÏ
Í„ÈÏ
È„ÈÏ
„ÈÏ
leyadam/n leyadkhem/n
leyadénu
leyadah
leyado
leyadekh
leyadkha
leyadi
next to
(Ô)ÌÎÈÙÏ
»ÈÙÏ
‰ÈÙÏ
ÂÈÙÏ
ÍÈÙÏ
ÍÈÙÏ
ÈÙÏ
ÈÙÏ
lifneyhem/n lifneykhem/n
(Ô)̉ÈÙÏ
lefanéynu
lefanéhah
lefanav
lefanáyikh
lefanékha
lefanay
before/in
front of
(Ô)̉Ó
(Ô)ÌÎÓ
»ÓÓ
‰ÓÓ
»ÓÓ
ÍÓÓ
ÍÓÓ
ÈÓÓ
ÔÓ
mehem/n
mikem/n
miménu
miménah
miménu
mimekh
mimkha
miméni
from
(Ô)̄ȈÓ
(Ô)Ì΄ȈÓ
»„ȈÓ
‰„ȈÓ
«„ȈÓ
̈́ȈÓ
̈́ȈÓ
ȄȈÓ
„ˆÓ
mitsidam/n mitsdikhem/n
mitsidénu
mitsidah
mitsido
mitsidekh
mitsidkha
mitsidi
on the
part of
(Ô)̉ÈÏÚ
(Ô)ÌÎÈÏÚ
»ÈÏÚ
‰ÈÏÚ
ÂÈÏÚ
ÍÈÏÚ
ÍÈÏÚ
ÈÏÚ
ÏÚ
alehem/n
alekhem/n
aléynu
aléha
alav
aláyikh
alékha
alay
on/about
(Ô)Ì˙ȇ
(Ô)ÌÎ˙ȇ
»˙ȇ
‰˙ȇ
«˙ȇ
Í˙ȇ
Í˙ȇ
È˙ȇ
ÌÚ
itam/n
itkhem/n
itánu
itah
ito
itakh
itkha
iti
with
(Ô)̉Ï÷
(Ô)ÌÎÏ÷
»Ï÷
‰Ï÷
«Ï÷
ÍÏ÷
ÍÏ÷
ÈÏ˘
Ï˘
shelahem/n shelakhem/n
shelánu
shelah
shelo
shelakh
shelkha
sheli
of
349
350
Verb Glossary
Introduction
Hebrew verbs are classified into groups called binyanim
ÌÈÈÈ· and subgroups or gzarot ˙«¯Ê‚ .
Most verbs have a three-letter root, just like the word for
verb po-al, which contains three letters Ï≠Ú≠Ù :
There are seven binyanim of which five have been taught
in this course. We have called them Groups 1–5. The logic
behind these groupings, semantic as well as grammatical, is
explained in the text as they are introduced. The gizrah to
which a verb belongs is determined by the type of letter and
its position within the root. The purpose of this subgroup is
to identify the changes in conjugation patterns that occur due
to what are known as ‘problem letters’: ¯ Ú  È Á Â ‰ ‡ .
In this course we have noted the gizrah subgrouping – to
highlight changes in the usual pattern – by referring to first,
middle and last root letters: e.g. verbs with first letter Ú as in
¯≠·≠Ú or middle letter  as in Ì≠Â≠˜. However, you are likely
to come across the traditional classification in some dictionaries and in further study, so it is important to understand
how this classification works.
It has been customary to classify verbs using the letters
Ï≠Ú≠Ù to stand for each letter of the root.
If the first letter of the root, i.e. the Ù of the Ï≠Ú≠Ù is, say,
Ú , we refer to this group as gizrat Ú"Ù . The verb ¯≠·≠Ú would
be classified as belonging to binyan pa-al ( ÏÚÙ ) gizrat Ú"Ù .
Similarly, if the last letter of the root, i.e. the Ï of the
Ï≠Ú≠Ù is ‰ , we refer to this group as ‰"Ï .
Take the verb ‰≠Î≠Á : its classification is binyan pi-el ( ÏÚÈÙ )
– gizrat ‰"Ï .
Conjugation in the glossary is given in the third person
singular; tenses in order of past, present, future and
command.
We have also included the direct object marker ˙‡ where
applicable and the common prepositions used with the verb.
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4211
command
È»ÂȈ
Conjugation
future
present
‰ÈÈˉ
„È˙Ú
‰Â‰
Verbal Noun
Common
preposition
Infinitive
binyan
Root
¯·Ú
‰Ï»ÚÙ‰ Ì÷
ÒÁÈ ˙ÏÈÓ
ÏÚ¬‰ Ì˘
ÔÈÈ·
÷¯«÷
_
˙‡
·«‰‡Ï
ÏÚÙ
past
·«‰‡
·‰‡È
·‰«‡
·‰‡
ehov
yohav
ohev
ahav
le’ehov
Ï·‰
ÏÈ·È
ÏÈ·Ó
ÏÈ·‰
‰ÏÎfi‡⁄‰Ã
ha-akhel
ya-akhil
ma-akhil
he-ekhil
ha-akhalah
ϫ·
Ï·È
ÏΫ‡
Ï·
‰ÏÈ·⁄
ekhol
yokhal
okhel
akhal
akhilah
ÏÎÕ‡ÃÈÈ
Ï·
Ï·Œ
_
_
ye-akhel
ne-ekhal
ne-ekhal
˙‡
ÏÈ·‰Ï
ÏÈÚÙ‰
l’ha-akhil
˙‡
ϫ·Ï
ÏÎÕ‡‰Ï
ÏÚÙ
ÔÓ‡‰
ÔÈÓ‡È
ÔÈÓ‡Ó
ÔÈÓ‡‰
ya-amin
ma-amin
he-emin
‰»Ó‡
Û«Ò‡
Û«Ò‡È
ÛÒ«‡
ÛÒ‡
‰ÙfiÒÕ‡⁄
esof
ye-esof
osef
asaf
asefah
˜«„·
˜«„·È
˜„«·
˜„·
‰˜È„œ·
bdok
yivdok
bodek
badak
bdikah
Ï/·
ÔÈÓ‡‰Ï
_
l’ha’amin
˙‡
Û«Ò‡Ï
ÏÚÙ
˜«„·Ï
li’vdok
Ï-Î-‡
to be eaten,
consumed
ÏÈÚÙ‰
Ô-Ó-‡
to believe
ÏÚÙ
le’esof
˙‡
Ï-Î-‡
to eat
l’he-akhel
ha-amen
Ï-Î-‡
to feed
le’ekhol
È„È ÏÚ
·-‰-‡
to love
Û-Ò-‡
to gather
ÏÚÙ
˜-„-·
to check,
inspect
351
352
ω·È‰
ω·ÈÈ
ω·
ω·
˙»Ï‰·È‰
hibahel
yibahel
nivhal
nivhal
hibahalut
‡·‰
‡È·È
‡È·Ó
‡È·‰
‰‡·‰
haveh
yavi
mevi
hevi
hava-ah
‡«·
‡«·È
‡·
‡·
‰‡È·
bo
yavo
ba
ba
bi'ah
÷ÈÈ·˙‰
÷ÈÈ·˙È
÷ÈÈ·˙Ó
÷ÈÈ·˙‰
˙»÷ÈÈ·˙‰
hitbayesh
yitbayesh
mitbayesh
hitbayesh
hitbayshut
¯Á·
¯Á·È
¯Á«·
¯Á·
‰¯ÈÁ·
bkhar
yivkhar
bokher
bakhar
bkhirah
ÁË·‰
ÁÈË·È
ÁÈË·Ó
ÁÈË·‰
‰ÁË·‰
havtakh
yavti-akh
mavti-akh
hivti-akh
havtakhah
Ô·‰
ÔÈ·È
ÔÈ·Ó
ÔÈ·‰
‰·‰
haven
yavin
mevin
hevin
havanah
Ï·Ï·
Ï√Ï·È
Ï√Ï·Ó
Ï√Ï√
Ï»·Ï√
balbel
yevalbel
mevalbel
bilbel
bilbul
‰Ï·
‰Ï·È
‰Ï·Ó
‰ÏÈ·
È»ÏÈ·
baleh
yevaleh
mevaleh
bilah
biluy
‰·
bneh
¯˜·
baker
‰·È
yivneh
¯˜·È
yevaker
‰«·
boneh
¯˜·Ó
mevaker
‰·
‰ÈÈ·
banah
bniyah
¯˜È√
¯»˜È√
biker
bikur
Ó
ω·È‰Ï
ÏÚÙ
l'hibahel
˙‡
‡È·‰Ï
to be
frightened by
ÏÈÚÙ‰
l'havi
Ï/χ
‡«·Ï
÷ÈÈ·˙‰Ï
ÏÚÙ
¯«Á·Ï
ÏÚÙ˙‰
ÁÈË·‰Ï
ÏÚÙ
ÔÈ·‰Ï
ÏÈÚÙ‰
Ï·Ï·Ï
ÏÈÚÙ‰
˙«Ï·Ï
ÏÚÈÙ
·/˙‡
˙«·Ï
li'vnot
¯˜·Ï
le’vaker
Ï-·-Ï-·
to confuse
ÏÚÈÙ
le'valot
˙‡
Ô-È-·
to understand
le'valbel
·
Á-Ë-·
to promise
l'havin
˙‡
¯-Á-·
to choose
l'havti-akh
˙‡
÷-Â-·
be ashamed of
li'vkhor
Ï/˙‡
‡-Â-·
to come
l'hitbayesh
˙‡
‡-Â-·
to bring
la'vo
Ó/·
Ï-‰-·
‰-Ï-·
to have a
good time
ÏÚÙ
‰--·
to build
ÏÚÈÙ
¯-˜-·
to visit
1111
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
4211
÷˜·
÷˜·È
÷˜·Ó
bakesh
yevakesh
mevakesh
÷˜È√ ‰÷˜·/÷»˜È√
bikesh
Á¯·
Á¯·È
Á¯«·
Á¯·
‰Áȯ·
brakh
yivrakh
bore-akh
barakh
brikhah
Ï÷·
Ï÷·È
Ï÷·Ó
Ï÷È√
Ï»÷È√
bashel
yevashel
mevashel
bishel
bishul
–
Ï÷·˙È
Ï÷·˙‰
Ï÷·˙Ó
˙»Ï÷·˙‰
yitbashel
hitbashel
mitbashel
hitbashlut
Ï„‚
Ï„‚Èœ
Ï„‚
Ï„‚
‰ÏÈ„‚
gdal
yigdal
gadel
gadal
gdilah
_
¯»‚
¯»‚È
¯‚
¯‚
gur
yagur
gar
gar
Ó/˙‡
bikush/bakashah
÷˜·Ï
ÏÚÈÙ
le’vakesh
Ï/Ó
Á«¯·Ï
ÏÚÙ
li’vro-akh
˙‡
Ï÷·Ï
Ï÷·˙‰Ï
ÏÚÈÙ
Ï«„‚Ï
ÏÚÙ˙‰
¯»‚Ï
ÏÚÙ
¯«Ó‚
¯«Ó‚È
¯Ó«‚
¯Ó‚
‰¯ÈÓ‚
yigmor
gomer
gamar
gmirah
‚‡„
‚‡„È
‚‡«„
‚‡„
‰‚‡„
de-ag
yid-ag
do-eg
da-ag
de-agah
¯·„
¯√„È
¯√„Ó
¯√È„
¯»√È„
daber
yedaber
medaber
diber
dibur
˙‡
¯«Ó‚Ï
ÏÚÙ
‚«‡„Ï
ÏÚÙ
¯√„Ï
le’daber
¯-Ó-‚
to finish
ÏÚÙ
li’d-og
Ï/χ
¯-Â-‚
to live
li’gmor
Ï
Ï-„-‚
to grow
la’gur
gmor
Ï-÷-·
to be cooked
li’gdol
·
Ï-÷-·
to cook
l’hitbashel
·
Á-¯-·
to run away
le’vashel
·/ÏÚ
÷-˜-·
to request
‚-‡-„
to worry
ÏÚÈÙ
¯-·-„
to speak, talk
353
354
˜Ï„‰
˜ÈÏ„È
˜ÈÏ„Ó
˜ÈÏ„‰
‰˜Ï„‰
hadlek
yadlik
madlik
hidlik
hadlakah
Í«¯„
Í«¯„È
ͯ«„
ͯ„
‰Îȯ„
drokh
yidrokh
dorekh
darakh
drikhah
‰È‰
‰ÈȉœÈ
‰Â‰
‰È‰
‰È‰
heyeh
yihyeh
_
hayah
havayah
ÍÏ
ÍÏÈ
ÍÏ«‰
Íω
‰ÎÈω
lekh
yelekh
holekh
halakh
halikhah
Í«Ù‰
Í«Ù‰È
ÍÙ«‰
ÍÙ‰
‰ÎÈÙ‰
hafokh
yahafokh
hofekh
hafakh
hafikhah
¯˙ÂÂ
¯˙ÂÂÈ
¯˙ÂÂÓ
¯˙ÈÂ
¯»˙ÈÂ
vater
yevater
mevater
viter
vitur
¯‰Êȉ
¯‰ÊÈÈ
¯‰Ê
¯‰Ê
˙»¯‰Êȉ
hizaher
yizaher
nizhar
nizhar
hizaharut
Ê»Ê
Ê»ÊÈ
ÊÊ
ÊÊ
‰Ê»Ê˙
zuz
yazuz
zaz
zaz
tzuzah
¯«ÎÊ
¯«∆ÎÊÈœ
¯Î«Ê
¯ÎÊ
‰¯fiÈÎÊ
zkhor
yizkor
zokher
zakhar
zkhirah
˙‡
˜ÈÏ„‰Ï
ÏÈÚÙ‰
l’hadlik
ÏÚ
Í«¯„Ï
ÏÚÙ
li’drokh
_
˙«È‰Ï
˙ÎÏÏ
ÏÚÙ
Í«Ù‰Ï
ÏÚÙ
¯˙ÂÂÏ
ÏÚÙ
¯‰ÊȉÏ
ÏÚÈÙ
Ê»ÊÏ
ÏÚÙ
¯«∆ÎÊÏ
li’zkor
¯-‰-Ê
to beware
ÏÚÙ
la’zuz
˙‡
¯-˙-Â
to give up
l’hizaher
_
Í-Ù-‰
to turn
le’vater
Ó
Í-Ï-‰
to go
la’hafokh
Ï/ÏÚ
‰-È-‰
to be
la’lékhet
˙‡
Í-¯-„
to step, tread
li’hyot
Ï/χ
˜-Ï-„
to light
Ê-»-Ê
to move
ÏÚÙ
¯-Î-Ê
to remember
1111
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
4211
ÏÊÏÊ
ÏÊÏÊÈ
ÏÊÏÊÓ
ÏÊÏÊ
Ï»ÊÏÊ
zalzel
yezalzel
mezalzel
zilzel
zilzul
ÔÓʉ
ÔÈÓÊÈ
ÔÈÓÊÓ
ÔÈÓʉ
‰Óʉ
hazmen
yazmin
mazmin
hizmin
hazmanah
÷„Á˙‰
÷„Á˙È
÷„Á˙Ó
÷„Á˙‰
˙»÷„Á˙‰
hitkhadesh
yitkhadesh
mitkhadesh
hitkhadesh
hitkhadshut
¯«ÊÁ
¯«ÊÁÈ
¯Ê«Á
¯ÊÁ
‰¯ÊÁ
khazor
yakhazor
khozer
khazar
khazarah
‚ÈÈÁ
‚ÈÈÁÈ
‚ÈÈÁÓ
‚ÈÈÁ
‚»ÈÁ
khayeg
yekhayeg
mekhayeg
khiyeg
khiyug
_
‰ÈÈÁ
‰ÈÁÈ
ÈÁ
ÈÁ
khayeh
yikhyeh
khay
khay
‰ÎÁ
‰ÎÁÈ
‰ÎÁÓ
‰ÎÈÁ
khakeh
yekhakeh
mekhakeh
khikah
·
ÏÊÏÊÏ
ÏÚÈÙ
le’zalzel
˙‡
ÔÈÓʉÏ
ÏÈÚÙ‰
l’hazmin
_
÷„Á˙‰Ï
l’hitkhadesh
Ï/χ
¯«ÊÁÏ
‚ÈÈÁÏ
ÏÚÙ˙‰
˙«ÈÁÏ
ÏÚÙ
Ï
˙«ÎÁÏ
ÏÚÈÙ
ËÏÁ‰
ËÈÏÁÈ
ËÈÏÁÓ
ËÈÏÁ‰
‰ËÏÁ‰
yakhlit
makhlit
hekhlit
hakhlatah
ÛÏÁ‰
ÛÈÏÁÈ
ÛÈÏÁÓ
ÛÈÏÁ‰
‰ÙÏÁ‰
hakhlef
yakhlif
makhlif
hekhlif
hakhlafah
◊ÙÁ
◊ÙÁÈ
◊ÙÁÓ
◊ÙÈÁ
◊»ÙÈÁ
khapes
yekhapes
mekhapes
khipes
khipus
ÏÚ
ËÈÏÁ‰Ï
ÏÚÙ
ÛÈÏÁ‰Ï
ÏÚÈÙ
◊ÙÁÏ
le’khapes
‰-Î-Á
to wait
ÏÈÚÙ‰
Ë-Ï-Á
to decide
ÏÈÚÙ‰
l’hakhlif
˙‡
‰-È-Á
to live
l’hakhlit
˙‡
‚-È-Á
to dial
le’khakot
hakhlet
¯-Ê-Á
to return
li’khyot
_
÷-„-Á
to renew oneself
le’khayeg
_
Ô-Ó-Ê
to order
la’khazor
Ï
Ï-Ê-Ï-Ê
to belittle,
disparage
Û-Ï-Á
to ex/change
ÏÚÈÙ
◊-Ù-Á
to search
355
356
‰ˆÁ
‰ˆÁÈ
‰ˆ«Á
‰ˆÁ
‰ÈˆÁ
khatseh
yekhetseh
khotseh
khatsah
khatsayah
·«÷Á
·«÷ÁÈ
·÷«Á
·÷Á
‰·È÷Á
khashov
yakhashov
khoshev
khashav
khashivah
ÏÈÈË
ÏÈÈËÈ
ÏÈÈËÓ
ÏÈÈË
Ï»ÈË
tayel
yetayel
metayel
tiyel
tiyul
_
ÔÙÏË
ÔÙÏËÈ
ÔÙÏËÓ
ÔÙÏÈË
talpen
yetalpen
metalpen
tilpen
˙«ˆÁÏ
la’khatsot
ÏÚ
·«÷ÁÏ
ÏÚÙ
ÏÚÙ
la’khshov
·
ÏÈÈËÏ
ÔÙÏËÏ
ÌÚË
ÌÚËÈ
ÌÚ«Ë
ÌÚË
‰ÓÈÚË
yit-am
to-em
ta-am
te-imah
ÏÙË
ÏÙËÈ
ÏÙËÓ
ÏÙÈË
Ï»ÙÈË
tapel
yetapel
metapel
tipel
tipul
Ú„
Ú„È
Ú„«È
Ú„È
‰ÚÈ„È
da
yeda
yodé-a
yada
yedi-ah
ÏλÈ
Ï«ÎÈ
ÏÎÈ
˙Ï«ÎÈ
yukhal
yakhol
yakhal
yekhólet
‡ˆ
‡ˆÈ
‡ˆ«È
‡ˆÈ
‰‡ÈˆÈ
tse
yetse
yotse
yatsa
yetsi-ah
˙‡
Ì«ÚËÏ
ÏÚÈÙ
ÏÙËÏ
le’tapel
˙‡
˙Ú„Ï
ÏÚÈÙ
_
Ô-Ù-Ï-Ë
to telephone
ÏÚÙ
Ì-Ú-Ë
to taste
ÏÚÈÙ
Ï-Ù-Ë
to take care of
ÏÚÙ
la’dá-at
_
Ï-È-Ë
to tour
li’t-om
·
·-÷-Á
to think
le’tayel
Ï/χ
‰-ˆ-Á
to cross (road)
le’talpen
te-am
_
˙‡
Ú-„-È
to know
ÏÚÙ
Ï-Î-È
can, to be able to
Ó/Ï
˙‡ˆÏ
la’tset
ÏÚÙ
‡-ˆ-È
to go out, leave
1111
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
4211
‡ˆÕ«‰
‡Èˆ«È
‡Èˆ«Ó
‡Èˆ«‰
‰‡ˆ«‰
hotse
yotsi
motsi
hotsi
hotsa-ah
Úˆ‰
ÚȈÈ
ÚȈÓ
ÚȈ‰
‰Úˆ‰
hatsa
yatsí-a
matsí-a
hitsí-a
hatsa-ah
„¯
„¯È
„¯«È
„¯È
‰„ȯÈ
red
yered
yored
yarad
yeridah
·÷
·÷È
·÷«È
·÷È
‰·È˘È
shev
yeshev
yoshev
yashav
yeshivah
·÷ÈÈ˙‰
·÷ÈÈ˙È
·÷ÈÈ˙Ó
·÷ÈÈ˙‰
˙»·÷ÈÈ˙‰
hityashev
yityashev
mityashev
hityashev
hityashvut
Ô÷
Ô÷ÈÈ
Ô÷È
Ô÷È
‰È÷
shan
yishan
yashen
yashan
shenah
_
·‡ÎÈ
·‡«Î
·‡Î
·‡Î
yikh-av
ko-ev
ka-av
ke-ev
ÔÎÕ‰fi
ÔÈÎÈ
ÔÈÎÓ
ÔÈΉ
‰fiÎfi‰⁄
hakhen
yakhin
mekhin
hekhin
hakhanah
ÔÂÂÎ˙‰
ÔÂÂÎ˙Èœ
ÔÂÂÎ˙Ó
ÔÂÂÎ˙‰
˙»ÂÎ˙‰
hitkaven
yitkaven
mitkaven
hitkaven
hitkavnut
Ó/˙‡
‡Èˆ«‰Ï
ÏÈÚÙ‰
l’hotsi
Ï/˙‡
ÚÃȈ‰ÃÏ
ÏÈÚÙ‰
l’hatsí-a
_
˙„¯Ï
˙·÷Ï
ÏÚÙ
·÷ÈÈ˙‰Ï
ÏÚÙ
Ô«÷ÈÏ
ÏÚÙ˙‰
·«‡ÎÏ
ÏÚÙ
ÔÈΉÏ
ÏÚÙ
ÔÂÂÎ˙‰Ï
l’hitkaven
·-‡-Î
to hurt
(intrans.)
ÏÈÚÙ‰
l’hakhin
Ï
Ô-÷-È
to sleep
li’kh-ov
˙‡
·-÷-È
to settle
li’shon
_
·-÷-È
to sit
l’hityashev
_
„-¯-È
to descend
la’shévet
·
Ú-ˆ-È
to suggest
la’rédet
·
‡-ˆ-È
to take out
Ô-Â-Î
to prepare
ÏÚÙ˙‰
Ô-Â-Î
to mean, intend
357
358
·Ê·˙‰
·Ê·˙È
·Ê·˙Ó
hit-akhzev
yit-akhzev
mit-akhzev
·Ê·˙‰
˙»·Ê·˙‰
Ó
hit-akhzev hit-akhzevut
ÒÕΟ‰Ã
ÒÈœÎÈÃ
ÒÈÎÓ
ÒÈΉ
‰ÒfiÃΟ‰Ã
hakhnes
yakhnis
makhnis
hikhnis
hakhnasah
ÒÕƒÃ
ÒÕƒÃÈÈ
ÒÎ
ÒÎ
˙»Òƒfiȉœ
kanes
yikanes
nikhnas
nikhnas
hikansut
·«˙Î
·«˙ÎÈœ
·˙«Î
·˙Î
‰·È˙Î
ktov
yikhtov
kotev
katav
ktivah
÷·Ï˙‰
÷√Ï˙È
÷·Ï˙Ó
÷·Ï˙‰
˙»÷·Ï˙‰
hitlabesh
yitlabesh
mitlabesh
hitlabesh
hitlabshut
÷·Ï
÷√ÏÈ
÷·«Ï
÷·Ï
‰÷È·Ï
levash
yilbash
lovesh
lavash
levishah
„ÓÏ
„ÓÏÈœ
„Ó«Ï
„ÓÏ
‰„ÈÓÏ
lemad
yilmad
lomed
lamad
lemidah
Á˜
Á˜È
Á˜«Ï
Á˜Ï
‰ÁȘÏ
kakh
yikakh
loké-ah
lakakh
lekikha
_
¯‰Ó
¯‰ÓÈ
¯‰ÓÓ
¯‰ÈÓ
maher
yemaher
memaher
miher
·Ê·˙‰Ï
l’hit-akhzev
˙‡
ÒÈœÎŸ‰ÃÏ
ÏÚÙ˙‰
ÏÈÚÙ‰
l’hakhnis
Ï
ÒÕƒÃȉœÏ
·«˙ÎÏ
ÏÚÙ
÷·Ï˙‰Ï
l’hitlabesh
˙‡
›÷«·ÏÏ
ÏÚÙ
„«ÓÏÏ
ÏÚÙ˙‰
˙Á˜Ï
ÏÚÙ
¯‰ÓÏ
ÏÚÙ
¯«ÎÓ
¯«ÎÓÈœ
¯Î«Ó
¯ÎÓ
‰¯ÈÎÓ
yimkor
mokher
makhar
mekhirah
Ï/˙‡
¯«ÎÓÏ
li’mkor
„-Ó-Ï
to learn
ÏÚÙ
Á-˜-Ï
to take
ÏÚÈÙ
le’maher
mekhor
÷-·-Ï
to wear
la’kákhat
Ï/χ
÷-·-Ï
to dress oneself
li’lmod
˙‡
·-˙-Î
to write
li’lbosh
˙‡
Ò--Î
to enter
li’khtov
_
Ò--Î
to insert
l’hikanes
ÏÚ/Ï
·-Ê-Î
to be disappointed
¯-‰-Ó
to hurry
ÏÚÙ
¯-Î-Ó
to sell
1111
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
4211
‡ÏÓ
‡ÏÓÈ
‡ÏÓÓ
‡ÏÈÓ
È»ÏÈÓ
male
yemale
memale
mile
miluy
‡ˆÓ
‡ˆÓÈœ
‡ˆ«Ó
‡ˆÓ
‰‡ÈˆÓ
metsa
yimtsa
motse
matsa
metsi-ah
Í÷Ó‰
ÍÈ÷ÓÈ
ÍÈ÷ÓÓ
ÍÈ÷Ó‰
‰Î÷Ó‰Ã
hamshekh
yamshikh
mamshikh
himshikh
hamshakha
„‚‰
„È‚È
_
_
haged
yagid
‰„‚‰
˙‡
˙‡
Ô‚
Ô‚È
Ô‚Ó
Ô‚È
Ô»‚È
yenagen
menagen
nigen
nigun
Ú‚‰
ÚÈ‚È
ÚÈ‚Ó
ÚÈ‚‰
‰Ú‚‰
haga
yagí-a
magí-a
higí-a
haga-ah
÷‚Õ‰Ã
÷È‚œÈÃ
÷È‚œÓÃ
÷È‚œ‰œ
‰÷‚‰
hagesh
yagish
magish
higish
hagashah
‚‰˙‰
‚‰˙È
‚‰˙Ó
‚‰˙‰
˙»‚‰˙‰
hitnaheg
yitnaheg
mitnaheg
hitnaheg
hitnahagut
Ú‰fi
ÚÈÈÃ
ÚÈœÓÕ
ÚÈœ‰Õ
‰Ú‰
hna
yaní-a
mení-a
hení-a
hana-ah
÷Á
÷ÁÈ
÷ÁÓ
÷ÁÈ
÷»ÁÈ
nakhesh
yenakhesh
menakhesh
nikhesh
nikhush
ÏÚÈÙ
‡«ˆÓÏ
Ó/Ï/˙‡
ÍÈ÷Ó‰Ï
ÏÚÙ
„È‚‰Ï
ÏÈÚÙ‰
Ô‚Ï
le’nagen
Ó/Ï/χ
ÚÈ‚‰Ï
ÏÈÚÙ‰
÷È‚œ‰ÃÏ
l’hagish
·
‚‰˙‰Ï
ÏÚÈÙ
ÚÈ‰Ï
l’haní-a
˙‡
÷ÁÏ
le’nakhesh
Ô-‚-
to play an instrument
ÏÈÚÙ‰
Ú-‚-
to arrive
ÏÈÚÙ‰
÷-‚-
to present, serve
ÏÚÙ˙‰
l’hitnaheg
˙‡
„-‚-
to tell
l’hagí-a
˙‡
Í-÷-Ó
to continue
l’hagid
·
‡-ˆ-Ó
to find
l’hamshikh
Ï
‡-Ï-Ó
to fill
li’mtso
hagadah
nagen
‡ÏÓÏ
le’male
‚-‰-
to behave
ÏÈÚÙ‰
Ú-»-
to move, shake
ÏÚÈÙ
÷-Á-
to guess
359
360
Ûˉ
ÛÈËÈ
ÛÈËÓ
ÛÈˉ
‰Ùˉ
hatef
yatif
metif
hetif
hatafah
¯Î‰
¯ÈÎÈ
¯ÈÎÓ
¯ÈΉ
‰¯ƒfi‰Ã
haker
yakir
makir
hikir
hakarah
ÚÒ
ÚÒÈœ
ÚÒ«
ÚÒ
‰ÚÈÒ
sa
yisa
nosé-a
nasa
nesi-ah
ÏÚ
ÏÚÈœ
ÏÚ«
ÏÚ
‰ÏÈÚ
ne-al
yin-al
no-el
na-al
ne-ilah
Ï«Ù
Ï«ÙÈ
ÏÙ«
ÏÙ
‰ÏÈÙ
nefol
yipol
nofel
nafal
nefilah
ψՉ
ÏȈÈ
ÏȈÓ
ÏȈ‰œ
‰Ïˆ‰
hatsel
yatsil
matsil
hitsil
hatsalah
‰˜
‰˜È
‰˜Ó
‰˜È
È»˜È
nakeh
yenakeh
menakeh
nikah
nikuy
Ô˙
Ô˙È
Ô˙«
Ô˙
‰È˙
ten
yiten
noten
natan
netinah
··«˙Ò‰
··«˙ÒÈ
··«˙ÒÓ
··«˙Ò‰
˙»··«˙Ò‰
histovev
yistovev
mistovev
histovev
histovevut
* Irregular verb; for full conjugation, see p. 370.
Ï
ÛÈˉÏ
ÏÈÚÙ‰
l’hatif
˙‡
¯ÈΉÏ
l’hakir
Ï/χ
Ú«ÒÏ
ÏÈÚÙ‰
Ï«ÚÏ
li’n-ol
_
Ï«ÙÏ
ÏÚÙ
ÏȈ‰Ï
ÏÚÙ
˙«˜Ï
ÏÚÙ
˙˙Ï
ÏÈÚÙ‰
··«˙Ò‰Ï
l’histovev
Ï-ˆ-
to save
ÏÚÈÙ
‰-˜-
to clean
ÏÚÙ
la’tet
·
Ï-Ù-
to fall
le’nakot
Ï/˙‡
Ï-Ú-
to wear ( shoes)
l’hatsil
˙‡
Ú-Ò-
to go, travel
li’npol
˙‡
¯-Î-
to know, recognise
li’nsó-a
˙‡
Û-Ë-
to preach
* Ô-˙-
to give
ÏÚÙ˙‰
·-·-Ò
to turn around,
wander about
1111
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4211
¯·Ò‰
¯È·ÒÈ
¯È·ÒÓ
¯È·Ò‰
‰¯·Ò‰
hasber
yasbir
masbir
hisbir
hasbarah
¯«‚Ò
¯«‚ÒÈ
¯‚«Ò
¯‚Ò
‰¯È‚Ò
sgor
yisgor
soger
sagar
sgirah
¯„Ò
¯„ÒÈ
¯„ÒÓ
¯„ÈÒ
¯»„ÈÒ
sader
yesader
mesader
sider
sidur
ÏÎ˙Ò‰
ÏÎ˙ÒÈ
ÏÎ˙ÒÓ
ÏÎ˙Ò‰
˙»ÏÎ˙Ò‰
histakel
yistakel
mistakel
histakel
histaklut
ÌÎÒ‰
ÌÈÎÒÈ
ÌÈÎÒÓ
ÌÈÎÒ‰
‰ÓÎÒ‰
haskem
yaskim
maskim
hiskim
haskamah
ÁÏÒ
ÁÏÒÈ
ÁÏ«Ò
ÁÏÒ
‰ÁÈÏÒ
slakh
yislakh
solé-akh
salakh
slikhah
_
_
ÁÏÒÈ
ÁÏÒ
ÁÏÒ
yisalakh
nislakh
nislakh
Ï/˙‡
¯È·Ò‰Ï
ÏÈÚÙ‰
l’hasbir
˙‡
¯«‚ÒÏ
ÏÚÙ
li’sgor
˙‡
¯„ÒÏ
ÏÎ˙Ò‰Ï
ÏÚÈÙ
ÌÈÎÒ‰Ï
ÏÚÙ˙‰
Á«ÏÒÏ
ÏÈÚÙ‰
ÁÏÒȉÏ
ÏÚÙ
˜ÓÒ‰
˜ÈÓÒÈ
˜ÈÓÒÓ
˜ÈÓÒ‰
‰˜ÓÒ‰
yasmik
masmik
hismik
hasmakah
¯ÙÒ
¯ÙÒÈ
¯ÙÒÓ
¯ÙÈÒ
¯»ÙÈÒ
saper
yesaper
mesaper
siper
sipur
„«·Ú
„«·ÚÈ
„·«Ú
„·Ú
‰„«·Ú
avod
ya-avod
oved
avad
avodah
_
˜ÈÓÒ‰Ï
ÏÚÙ
¯ÙÒÏ
ÏÈÚÙ‰
„«·ÚÏ
la’avod
˜-Ó-Ò
to blush
ÏÚÈÙ
le’saper
·
Á-Ï-Ò
to be forgiven
l’hasmik
Ï/˙‡
Á-Ï-Ò
to forgive
l’hisalakh
hasmek
Ì-Î-Ò
to agree
li’slo-akh
_
Ï-Î-Ò
to look
l’haskim
Ï
¯-„-Ò
to put in order
l’histakel
Ï
¯-‚-Ò
to close
le’sader
ÏÚ/·
¯-·-Ò
to explain
¯-Ù-Ò
to tell
ÏÚÙ
„-·-Ú
to work
361
362
¯«·Ú
¯«·ÚÈ
¯·«Ú
¯·Ú
‰¯È·Ú
avor
ya-avor
over
avar
averah
¯·Ú‰
¯È·ÚÈ
¯È·ÚÓ
¯È·Ú‰
‰¯·Ú‰
ha-aver
ya-avir
ma-avir
he-evir
ha-avarah
Û„Ú‰
ÛÈ„ÚÈ
ÛÈ„ÚÓ
ÛÈ„Ú‰
‰Ù„Ú‰
ha-adef
ya-adif
ma-adif
he-edif
ha-adafah
¯¯«Ú˙‰
¯¯«Ú˙È
¯¯«Ú˙Ó
¯¯«Ú˙‰
˙»¯¯«Ú˙‰
hit-orer
yit-orer
mit-orer
hit-orer
hit-orerut
·«ÊÚ
·«ÊÚÈ
·Ê«Ú
·ÊÚ
‰·ÈÊÚ
azov
ya-azov
ozev
azav
azivah
_
¯«ÊÚ
¯«ÊÚÈ
¯Ê«Ú
¯ÊÚ
azor
ya-azor
ozer
azar
‰ÏÚ
‰ÏÚÈ
‰Ï«Ú
‰ÏÚ
‰ÈÏÚ
aleh
ya-aleh
oleh
alah
aliyah
χ/Ï
¯«·ÚÏ
la’avor
Ï/˙‡
¯È·Ú‰Ï
ÏÚÙ
ÏÈÚÙ‰
l’ha-avir
˙‡
ÛÈ„Ú‰Ï
¯¯«Ú˙‰Ï
ÏÈÚÙ‰
·«ÊÚÏ
ÏÚÙ˙‰
¯«ÊÚÏ
ÏÚÙ
„«ÓÚ
„«ÓÚÈ
„Ó«Ú
„ÓÚ
‰„ÈÓÚ
amod
ya-amod
omed
amad
amidah
ÔÈÈÚ˙‰
ÔÈÈÚ˙È
ÔÈÈÚ˙Ó
ÔÈÈÚ˙‰
˙»ÈÈÚ˙‰
hit-anyen
yit-anyen
mit-anyen
hit-anyen
hit-anyenut
¯«ˆÚ
¯«ˆÚÈ
¯ˆ«Ú
¯ˆÚ
‰¯ÈˆÚ
atsor
ya-atsor
otser
atsar
atsirah
˙«ÏÚÏ
ÏÚÙ
„«ÓÚÏ
ÏÚÙ
ÔÈÈÚ˙‰Ï
l’hit-anyen
·/˙‡
¯«ˆÚÏ
la’atsor
‰-Ï-Ú
to ascend
ÏÚÙ
la’amod
·
¯-Ê-Ú
to help
la’alot
_
·-Ê-Ú
to leave
la’azor
Ï/χ
¯-»-Ú
to wake up
la’azov
Ï
Û-„-Ú
to prefer
l’hit-orer
˙‡
¯-·-Ú
to pass on
l’ha-adif
·
¯-·-Ú
to cross over, pass by
„-Ó-Ú
to stand
ÏÚÙ˙‰
Ô-È--Ú
to be interested in
ÏÚÙ
¯-ˆ-Ú
to stop, arrest
1111
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4211
÷˜Ú˙‰
÷˜Ú˙È
÷˜Ú˙Ó
÷˜Ú˙‰
˙»÷˜Ú˙‰
hit-akesh
yit-akesh
mit-akesh
hit-akesh
hit-akshut
·¯Ú˙‰
·¯Ú˙È
·¯Ú˙Ó
·¯Ú˙‰
˙»·¯Ú˙‰
hit-arev
yit-arev
mit-arev
hit-arev
hit-arvut
ͯډ
ÍȯÚÈ
ÍȯÚÓ
Íȯډ
‰Î¯Ú‰
ha-arekh
ya-arikh
ma-arikh
he-erikh
ha’arakha
‰◊Ú
‰◊ÚÈ
‰◊«Ú
‰◊Ú
‰È◊Ú
aseh
ye-aseh
oseh
asah
asiyah
Ô÷Ú
Ô÷ÚÈ
Ô÷ÚÓ
Ô÷ÈÚ
Ô»÷ÈÚ
ashen
ye-ashen
me-ashen
ishen
ishun
÷«‚Ù
÷«‚ÙÈ
÷‚«Ù
÷‚Ù
‰÷È‚Ù
pgosh
yifgosh
pogesh
pagash
pgisha
÷‚Ù‰
÷‚ÙÈÈ
÷‚Ù
÷‚Ù
˙»÷‚Ùȉ
hipagesh
yipagesh
nifgash
nifgash
hipagshut
ËÙËÙ
ËÙËÙÈ
ËÙËÙÓ
ËÙËÈÙ
Ë»ÙËÈÙ
patpet
yefatpet
mefatpet
pitpet
pitput
‡ÏÙ˙˙
‡ÏÙ˙È
‡ÏÙ˙Ó
‡ÏÙ˙‰
˙»‡ÏÙ˙‰
titpale
yitpale
mitpale
hitpale
hitpalut
‰Ù
‰ÙÈ
‰«Ù
‰Ù
‰ÈÈÙ
pneh
yifneh
poneh
panah
pniyah
_
÷˜Ú˙‰Ï
ÏÚÙ˙‰
l’hit-akesh
ÏÚ/·
·¯Ú˙‰Ï
l’hit-arev
_
ÍȯډÏ
ÏÚÙ˙‰
˙«◊ÚÏ
ÏÈÚÙ‰
Ô÷ÚÏ
ÏÚÙ
÷«‚ÙÏ
ÏÚÈÙ
÷‚ÙȉÏ
l’hipagesh
_
ËÙËÙÏ
ÏÚÙ
‡ÏÙ˙‰Ï
ÏÚÙ
˙«ÙÏ
li’fnot
÷-‚-Ù
to meet (intrans.)
ÏÚÈÙ
Ë-Ù-Ë-Ù
to chatter
ÏÚÙ˙‰
l’hitpale
χ/Ï
÷-‚-Ù
to meet
le’fatpet
ÏÚ/Ó
Ô-÷-Ú
to smoke
li’fgosh
·/ÌÚ
‰-◊-Ú
to make, do
le’ashen
˙‡
Í-¯-Ú
to appreciate
la’asot
_
·-¯-Ú
to interfere, bet
l’ha-arikh
˙‡
÷-˜-Ú
to insist
‡-Ï-Ù
to wonder
ÏÚÙ
‰--Ù
to turn
363
364
˜ÒÙ‰
˜ÈÒÙÈ
˜ÈÒÙÓ
˜ÈÒÙ‰
‰˜ÒÙ‰
hafsek
yafsik
mafsik
hifsik
hafsakah
Á˙ÃÙ
Á˙ÙÈ
Á˙«Ù
Á˙Ù
‰ÁÈ˙Ù
ptakh
yiftakh
poté-akh
patakh
ptikhah
¯«˙Ù
¯«˙ÙÈ
¯˙«Ù
¯˙Ù
‰¯È˙Ù
ptor
yiftor
poter
patar
ptirah
_
_
˜„ˆÈ
˜„«ˆ
˜„ˆ
yitsdak
tsodek
tsadak
Û»ˆ
Û»ˆÈ
Ûˆ
Ûˆ
‰ÙȈ
yatsuf
tsaf
tsaf
tsifah
_
˜Áˆ
˜ÁˆÈ
˜Á«ˆ
˜Áˆ
yitskhak
tsokhek
tsakhak
¯ÈȈ
¯ÈȈÈ
¯ÈȈÓ
¯ÈȈ
¯»Èˆ
yetsayer
metsayer
tsiyer
tsiyur
Ìψ
ÌψÈ
ÌψÓ
ÌÏȈ
Ì»ÏȈ
tsalem
yetsalem
metsalem
tsilem
tsilum
ψψ
ψψÈ
ψψÓ
ψψ
Ï»ˆÏˆ
tsaltsel
yetsaltsel
metsaltsel
tsiltsel
tsiltsul
_
¯Úˈ‰
¯ÚˈÈ
¯ÚˈÓ
¯Úˈ‰
yitsta-er
mitsta-er
hitsta-er
˙‡
Á«˙ÙÏ
ÏÈÚÙ‰
ÏÚÙ
li’fto-akh
˙‡
¯«˙ÙÏ
˜«„ˆÏ
ÏÚ/·
Û»ˆÏ
ÏÚÙ
˜«ÁˆÏ
˙‡
¯ÈȈÏ
le’tsayer
˙‡
ÌψÏ
le’tsalem
·/Ï/χ
ψψÏ
ÏÚÙ
¯Úˈ‰Ï
l’hitsta-er
˜-„-ˆ
to be right
ÏÚÙ
Û-»-ˆ
to float
ÏÚÙ
˜-Á-ˆ
to laugh
ÏÚÈÙ
¯-È-ˆ
to draw, paint
ÏÚÈÙ
Ì-Ï-ˆ
to photograph
ÏÚÈÙ
le’tsaltsel
ÏÚ
¯-˙-Ù
to solve
la’tsuf
Ó/Ï
Á-˙-Ù
to open
li’ftor
_
˜-Ò-Ù
to stop, interrupt
li’tskhok
tsayer
hitsta-er
˜ÈÒÙ‰Ï
l’hafsik
li’tsdok
tsuf
tskhak
˙‡
Ï-ˆ-Ï-ˆ
to ring
ÏÚÙ˙‰
¯-Ú-ˆ
to be sorry
1111
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4211
_
ͯˈÈ
Íȯˆ
ͯˈ‰
˙»Î¯Ëˆ‰
yitstarekh
tsarikh
hitstarekh
hitstarkhut
Ï·˜
Ï·˜È
Ï·˜Ó
ϷȘ
Ï»·È˜
kabel
yekabel
mekabel
kibel
kibul
Ì„˜˙‰
Ì„˜˙È
Ì„˜˙Ó
Ì„˜˙‰
˙»Ó„˜˙‰
hitkadem
yitkadem
mitkadem
hitkadem
hitkadmut
_
‰Â˜
‰Â˜È
‰Â˜Ó
‰ÂȘ
kaveh
yekaveh
mekaveh
kivah
Ì»˜
Ì»˜È
̘
̘
‰ÓȘ
yakum
kam
kam
kimah
ϘϘ
ϘϘÈ
ϘϘÓ
ϘϘ
Ï»˜Ï˜
kalkel
yekalkel
mekalkel
kilkel
kilkul
‰˜
‰˜È
‰«˜
‰˜
‰ÈÈ˜
kneh
yikneh
koneh
kanah
kniyah
‡¯˜
‡¯˜È
‡¯«˜
‡¯˜
‰‡È¯˜
kra
yikra
kore
kara
kri-ah
·¯˜˙‰
·¯˜˙È
·¯˜˙Ó
·¯˜˙‰
˙»·¯˜˙‰
hitkarev
yitkarev
mitkarev
hitkarev
hitkarvut
_
‰¯˜È
‰¯«˜
‰¯˜
yikreh
koreh
karah
ͯˈ‰Ï
ÏÚÙ˙‰
l’hitstarekh
˙‡
Ï·˜Ï
ÏÚÈÙ
le’kabel
Ï/χ
Ì„˜˙‰Ï
˙«Â˜Ï
Ó
Ì»˜Ï
ÏÚÙ˙‰
ϘϘÏ
ÏÚÈÙ
˙«˜Ï
ÏÚÙ
‡¯˜Ï
ÏÚÈÙ
·¯˜˙‰Ï
l’hitkarev
_
˙«¯˜Ï
li’krot
Ï-˜-Ï-˜
to spoil
ÏÚÙ
‰--˜
to buy
ÏÚÙ
li’kro
Ï/χ
Ì-Â-˜
to get up
li’knot
Ï/˙‡
‰-Â-˜
to hope
le’kalkel
˙‡
Ì-„-˜
to go forward,
advance
la’kum
˙‡
Ï-·-˜
to receive
l’hitkadem
Ï
Í-¯-ˆ
to have to,
be in need of
le’kavot
kum
_
Ï
‡-¯-˜
to call, read
ÏÚÙ˙‰
·-¯-˜
to approach, come closer
ÏÚÙ
‰-¯-˜
to happen (3rd person)
365
366
¯¯˜˙‰
¯¯˜˙È
¯¯˜˙Ó
¯¯˜˙‰
˙»¯¯˜˙‰
hitkarer
yitkarer
mitkarer
hitkarer
hitkarerut
·÷˜‰
·È÷˜È
·È÷˜Ó
·È÷˜‰
‰·÷˜‰
hakshev
yakshiv
makshiv
hikshiv
hakshavah
÷˜÷˜
÷˜÷˜È
÷˜÷˜Ó
÷˜÷˜
÷»˜÷˜
kashkesh
yekashkesh
mekashkesh
kishkesh
kishkush
¯«˘˜
¯«÷˜È
¯÷«˜
¯÷˜
‰¯È÷˜
kshor
yikshor
kosher
kashar
kshirah
¯÷˜˙‰
¯÷˜˙È
¯÷˜˙Ó
¯÷˜˙‰
˙»¯÷˜˙‰
hitkasher
yitkasher
mitkasher
hitkasher
hitkashrut
¯÷˜
¯÷˜ÈÈ
¯÷˜
¯÷˜
˙»¯÷˜È‰
kasher
yikasher
nikshar
nikshar
hikashrut
‰‡¯
‰‡¯È
‰‡«¯
‰‡¯
‰Èȇ¯
re-eh
yir-eh
ro-eh
ra-ah
re-iyah
_
‰‡¯‰
‰‡¯È
‰‡¯Ó
‰‡¯‰
har-eh
yar-eh
mar-eh
her-ah
_
¯¯˜˙‰Ï
ÏÚÙ˙‰
Ï
·È˘˜‰Ï
ÏÈÚÙ‰
l’hakshiv
·
÷˜÷˜Ï
ÏÚÈÙ
le’kashkesh
˙‡
¯«÷˜Ï
¯÷˜˙‰Ï
l’hitkasher
·/Ï
¯÷˜È‰Ï
ÏÚÙ
˙«‡¯Ï
ÏÚÙ˙‰
˙«‡¯‰Ï
‰‡¯˙‰
‰‡¯˙È
‰‡¯˙Ó
‰‡¯˙‰
˙»‡¯˙‰
yitra-eh
mitra-eh
hitra-ah
hitra-ut
÷‚¯‰
÷È‚¯È
÷È‚¯Ó
÷È‚¯‰
‰÷‚¯‰
hargesh
yargish
margish
hirgish
hargashah
·
˙«‡¯˙‰Ï
l’hitra-ot
˙‡
÷È‚¯‰Ï
l’hargish
¯-÷-˜
to call, get in touch
ÏÚÙ
¯-÷-˜
to be tied
ÏÚÙ
li’r-ot
˙‡
¯-÷-˜
to tie
l’hikasher
˙‡
÷-˜-÷-˜
to scribble
li’kshor
Ï/χ
·-÷-˜
to listen
‰-‡-¯
to see
ÏÈÚÙ‰
l’har-ot
hitra-eh
¯-¯-˜
l’hitkarer to cool down, catch a cold
‰-‡-¯
to show
ÏÚÙ˙‰
‰-‡-¯
to see each other
ÏÈÚÙ‰
˘-‚-¯
to feel
1111
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4211
ı»¯
ı»¯È
ı¯
ı¯
‰ˆÈ¯
ruts
yaruts
rats
rats
ritsah
_
ÌÁ¯
ÌÁ¯È
ÌÁ¯Ó
ÌÁȯ
rakhem
yerakhem
merakhem
rikhem
ıÁ¯˙‰
ıÁ¯˙È
ıÁ¯˙Ó
ıÁ¯˙‰
˙»ˆÁ¯˙‰
yitrakhets
mitrakhets
hitrakhets
hitrakhatsut
·Î¯
·Î¯È
·Î«¯
·Î¯
‰·Èί
rekhav
yirkav
rokhev
rakhav
rekhivah
_
‰ˆ¯È
‰ˆ«¯
‰ˆ¯
yirtseh
rotseh
ratsah
„˜¯
„«˜¯È
„˜«¯
„˜¯
rekad
yirkod
roked
rakad
ı»¯Ï
ÏÚÙ
la’ruts
ÏÚ
ÌÁ¯Ï
_
ıÁ¯˙‰Ï
ÏÚÈÙ
·«Î¯Ï
ÏÚÙ˙‰
˙«ˆ¯Ï
ÏÚÙ
_
„«˜¯Ï
ÏÚÙ
Ì÷¯˙‰
Ì÷¯˙È
Ì÷¯˙Ó
Ì÷¯˙‰
˙»Ó÷¯˙‰
yitrashem
mitrashem
hitrashem
hitrashmut
χ˘
χ÷È
χ«÷
χ÷
‰Ïȇ÷
she-al
yish-al
sho-el
sha-al
she-ilah
¯‡÷‰
¯È‡÷È
¯È‡÷Ó
¯È‡÷‰
‰¯‡÷‰
hash-er
yash-ir
mash-ir
hish-ir
hash-arah
¯‡÷ȉ
¯‡÷ÈÈ
¯‡÷
¯‡÷
˙»¯‡÷ȉ
hisha-er
yisha-er
nish-ar
nish-ar
hisha-arut
Ó
Ì÷¯˙‰Ï
l’hitrashem
˙‡
Ï«‡÷Ï
li’sh-ol
˙‡
¯È‡÷‰Ï
l’hash-ir
·
¯‡÷ȉÏ
l’hisha-er
‰-ˆ-¯
to want
ÏÚÙ
li’rkod
hitrashem
·-Î-¯
to ride
li’rtsot
_
ı-Á-¯
to wash
li’rkov
˙‡
Ì-Á-¯
to pity
l’hitrakhets
ÏÚ
ı-»-¯
to run
le’rakhem
hitrakhets
_
ȯÁ‡/Ó/Ï
„-˜-¯
to dance
ÏÚÙ˙‰
Ì-÷-¯
to be impressed by
ÏÚÙ
Ï-‡-÷
to ask, borrow
ÏÈÚÙ‰
¯-‡-÷
to leave (trans.)
ÏÚÙ
¯-‡-÷
to be left
367
368
¯«·÷
¯«·÷È
¯·«÷
¯·÷
‰¯È·÷
shvor
yishbor
shover
shavar
shvirah
¯·÷ȉ
¯·÷ÈÈ
¯·÷
¯·÷
˙»¯·÷ȉ
hishaver
yishaver
nishbar
nishbar
hishavrut
Ï„˙÷‰
Ï„˙÷È
Ï„˙÷Ó
Ï„˙÷‰
˙»Ï„˙÷‰
hishtadel
yishtadel
mishtadel
hishtadel
hishtadlut
_
Ë»÷
Ë»÷È
Ë÷
Ë÷
shut
yashut
shat
shat
˙‡
¯«·÷Ï
ÏÚÙ
li’shbor
È„È-ÏÚ
¯·÷ȉÏ
ÏÚÙ
l’hishaver
Ï
Ï„˙÷‰Ï
Ë»÷Ï
ÏÚÙ˙‰
‰Á◊
‰Á◊È
‰Á«◊
‰Á◊
‰ÈÈÁ◊
yiskheh
sokheh
sakhah
skhiyah
˜Á◊
˜Á◊È
˜Á◊Ó
˜ÁÈ◊
˜Á◊Ó
sakhek
yesakhek
mesakhek
sikhek
miskhak
ÌÈ◊
ÌÈ◊È
Ì◊
Ì◊
‰ÓÈ◊
sim
yasim
sam
sam
simah
¯È÷
¯È÷È
¯÷
¯÷
‰¯È÷
shir
yashir
shar
shar
shirah
ÁÎ÷
ÁÎ÷È
ÁΫ˘
ÁÎ÷
‰ÁÎ÷
shkhakh
yishkakh
shokhé-akh
shakhakh
shikhekhah
ÁÏ÷
ÁÏ÷È
ÁÏ«÷
ÁÏ÷
‰ÁÈÏ÷
shlakh
yishlakh
sholé-akh
shalakh
shlikhah
_
˙«Á◊Ï
ÏÚÙ
˜Á◊Ï
ÏÚÙ
ÌÈ◊Ï
ÏÚÈÙ
¯È˘Ï
ÏÚÙ
Á«Î÷Ï
ÏÚÙ
Á«Ï÷Ï
lishló-akh
¯-È-÷
to sing
ÏÚÙ
lishkó-akh
˙‡
Ì-È-◊
to put
la’shir
˙‡
˜-Á-◊
to play
la’sim
_
‰-Á-◊
to swim
le’sakhek
˙‡
Ë-»-÷
to sail
li’skhot
·
Ï-„-÷
to strive
la’shut
skheh
¯-·-÷
to be broken
l’hishtadel
_
¯-·-÷
to break
Á-Î-÷
to forget
ÏÚÙ
Á-Ï-÷
to send
1111
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4211
ÌÏ÷
ÌÏ÷È
ÌÏ÷Ó
ÌÏÈ÷
ÌÈÓ»ÏÈ÷
shalem
yeshalem
meshalem
shilem
shilumim
ÚÓ÷
ÚÓ÷È
ÚÓ«÷
ÚÓ÷
‰ÚÈÓ÷
shma
yishma
shomé-a
shama
shmi-ah
¯«Ó÷
¯«Ó÷È
¯Ó«÷
¯ÓÃ÷
‰¯ÈÓ÷
shmor
yishmor
shomer
shamar
shmirah
‰÷
‰÷È
‰÷Ó
‰È÷
È»È÷
shaneh
yeshaneh
meshaneh
shinah
shinuy
ÏÚ˙÷‰
ÏÚ˙÷È
ÏÚ˙÷Ó
ÏÚ˙÷‰
˙»ÏÚ˙˘‰
hishta-el
yishta-el
mishta-el
hishta-el
hishta-alut
ÍÙ÷ȉ
ÍÙ÷ÈÈ
ÍÙ÷
ÍÙ÷
˙»ÎÙ÷ȉ
hishafekh
yishafekh
nishpakh
nishpakh
hishafkhut
‰˙÷
‰˙÷È
‰˙«÷
‰˙˘
‰ÈÈ˙÷
shteh
yishteh
shotah
shatah
shtiyah
ÏÁ˙‰
ÏÈÁ˙È
ÏÈÁ˙Ó
ÏÈÁ˙‰
‰ÏÁ˙‰
hatkhel
yatkhil
matkhil
hitkhil
hatkhalah
Ô˜˙
Ô˜˙È
Ô˜˙Ó
Ô˜È˙
Ô»˜È˙
taken
yetaken
metaken
tiken
tikun
Ú˜˙ȉ
Ú˜˙ÈÈ
Ú˜˙
Ú˜˙
˙»Ú˜˙ȉ
hitaka
yitaka
nitka
nitka
hitak-ut
˙‡
ÌÏ÷Ï
ÏÚÈÙ
le’shalem
˙‡
Ú«Ó÷Ï
ÏÚÙ
li’shmó-a
˙‡/ÏÚ
¯«Ó÷Ï
˙«÷Ï
ÏÚÙ
ÏÚ˙÷‰Ï
ÏÚÈÙ
ÍÙ÷ȉÏ
ÏÚÙ˙‰
˙«˙÷Ï
ÏÚÙ
ÏÈÁ˙‰Ï
ÏÚÙ
Ô˜˙Ï
ÏÈÚÙ‰
Ú˜˙ȉÏ
l’hitaka
Ï-Á-˙
to start
ÏÚÈÙ
le’taken
·
‰-˙-÷
to drink
l’hatkhil
˙‡
Í-Ù-÷
to spill
li’shtot
˙‡
Ï-Ú-÷
to cough
l’hishafekh
˙‡
‰--÷
to change
l’hishta-el
È„È-ÏÚ
¯-Ó-÷
to keep, guard
le’shanot
_
Ú-Ó-÷
to hear
li’shmor
˙‡
Ì-Ï-÷
to pay
Ô-˜-˙
to mend
ÏÚÙ
Ú-˜-˙
to get stuck
369
370
Irregular conjugations
»˙ ,È˙ ,Ô˙
Ô˙È˙ ,Ô˙È ,È˙È˙ ,Ô˙È˙ ,Ô˙‡
»˙È ,»˙È˙ ,Ô˙È
˙«˙« ,ÌÈ˙« ,˙˙«, Ô˙«
( to give ˙˙Ï) Ô-˙-
,‰˙, Ô˙ ,˙˙ ,˙˙, È˙˙
»˙ ,Ô/Ì˙˙ ,»˙
ten, tni, tnu
eten, titen, titni, yiten, titen
niten, titnu, yitnu
noten, noténet,
notnim, notnot
natáti, natáta, natat, natan,
natnah, natánu, netatem(n), natnu
,Ïλ˙ ,ÏÎ»È ,ÈÏλ˙ ,Ïλ˙ ,Ïλ‡
»ÏÎ»È ,»Ïλ˙ ,Ïλ
˙«Ï«ÎÈ ,ÌÈÏ«ÎÈ ,‰Ï«ÎÈ ,Ï«ÎÈ
( to be able to ˙˙Ï) Ï-Î-È
‰ÏÎÈ ,Ï«ÎÈ ,˙Ï«ÎÈ ,˙Ï«ÎÈ ,È˙Ï«ÎÈ
»ÏÎÈ (Ô)/Ì˙Ï«ÎÈ ,»Ï«ÎÈ
ukhal, tukhal, tukhli, yukhal,
tukhal, nukhal, tukhlu, yukhlu
yakhol, yekholah,
yekholim, yekholot
yakhólti, yakhólta, yakholt,
yakhol, yakhlah, yakhólnu,
yakhóltem(n), yakhlu
1111
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4211
Hebrew–English Glossary
*For verbs see Verb Glossary
father
but
pear
red
sir
atmosphere
ear
food
perhaps
hall
ulpan (language course)
leather
guest
me, you…
so, then
region, area
citizen
brother (sister; nurse)
percentage
backwards
afterwards
other, different
last
after
afternoon
otherwise
butcher’s shop
impossible
ideal
which, what?
how?
no matter, never mind
I, you, have not
I, you…am/are not
Islam
where
man (woman, wife)
with me, you, …
ába (m.)
aval
agas (m.)
adom (adumah, f.)
adoni
avirah (f.)
ózen (oznayim, m. pl.)
ókhel (m.)
ulay
ulam (m.)
ulpan (m.)
or (m.)
oré-akh (orakhat, f.)
oti, otkha (see prep. chart)
az
eyzor (m.)
ezrakh (-it, f.)
akh (-ot, f.)
akhuz (m.)
akhórah
akhar kakh
akher (akhéret, f.)
akharon (akhronah, f.)
akharey
akharey ha’tsohoráyim
akhéret
itliz (m.)
i’efshar
ide-áli (-t, f.)
eyzeh ( eyzo, f.)
ekh?
eyn davar
eyn li, lekha …
eyni, eynkha, …
islam
eyfoh
ish (ishah, f.)
iti, itkha, …(see prep. chart)
‡·‡
Ï·‡
Ò‚‡
(‰)Ì«„‡
È«„‡
‰¯È‡
(ÌÈÈʇ)ÔÊ«‡
ÏΫ‡
ÈÏ»‡
ÌÏ»‡
ÔÙÏ»‡
¯«‡
(˙)Á¯«‡
…Í˙«‡,È˙«‡
ʇ
¯«Ê‡
(˙È)Á¯Ê‡
(˙«)Á‡
Ê»Á‡
‰¯«Á‡
ÍÎ ¯Á‡
(˙)¯Á‡
(‰)Ô«¯Á‡
ȯÁ‡
ÌÈȯ‰ˆ‰ ȯÁ‡
˙¯Á‡
ÊÈÏˇ
¯÷Ù‡ ȇ
(˙)Èχ„ȇ
(«Êȇ) ‰Êȇ
?Íȇ
¯·„ Ôȇ
…ÍÏ,ÈÏ Ôȇ
…Íȇ,Èȇ
̇ÏÒȇ
‰Ùȇ
(‰)÷ȇ
…,Í˙ȇ,È˙ȇ
372
to
these
if, whether
if so…in that case, thus
mother
belief
artist
art
artistic
it’s true that, indeed
we
I
boat, ship
clergy, religious people
people
forbidden
grateful
meeting, assembly
nose
even
bicycle
(it is) possible, you can
finger
by, at the house of, with
long
wallet, purse
United States
guilty
garbage, rubbish
you (sing.,m./f.)
you (pl.,m./f.)
yesterday
site
el (see prep. chart)
éleh
im
im kakh
íma
emunah (f.)
oman (-it,f.)
omanut (f.)
omanuti (-t, f.)
omnam
anákhnu
ani
oniyah (f.)
anshey dat
anashim
asur
asir (-it,f.) todah
asefah (f.)
af (m.)
afílu
ofanáyim (m., pl.)
efshar
étsba (f.)
etsel (see prep. chart)
arokh (arukah, f.)
arnak (m.)
artsot ha’brit
ashem (-ah, f.)
ashpah (f.)
atah (m.) / at (f.)
atem (m.) aten (f.)
etmol
atar (m.)
in, at
really, indeed
in Israel
please
garment, clothing
exactly
joke
generally, usually
certainly, absolutely
light; clear
stamp
b’ (see prep. chart)
b’emet
ba’áretz
b’vakashah
béged (m.)
b’diyuk
bdikhah (f.)
b’dérekh klal
b’hekhlet
bahir (behirah, f.)
bul (m.)
χ
‰Ï‡
̇
ÍΠ̇
‡Ó‡
‰»Ó‡
(˙È)ÔÓ‡
˙»Ó‡
(˙)È˙»Ó‡
ÌÓ‡
»Á‡
È‡
‰ÈÈ‡
˙„ È÷‡
ÌÈ˘‡
¯»Ò‡
‰„«˙ (˙)¯ÈÒ‡
‰ÙÒ‡
Û‡
»ÏÈÙ‡
ÌÈÈÙ‡
¯÷Ù‡
Ú·ˆ‡
ψ‡
(‰Î) Í«¯‡
˜¯‡
˙ȯ·‰ ˙«ˆ¯‡
(‰Ó)Ì÷‡
‰Ù÷‡
˙‡/‰˙‡
(Ô)Ì˙‡
Ï«Ó˙‡
¯˙‡
…·
˙Ó‡·
ı¯‡·
‰÷˜··
„‚·
˜»È„·
‰ÁÈ„·
ÏÏΠͯ„·
ËÏÁ‰·
(‰)¯È‰·
Ï»·
373
1111
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4211
morning
beige
carefully
outside
boy (girl)
nausea
certain, sure
stomach
together
between
in the meantime
visit
beer
house
the Temple
hospital
synagogue
pharmacy
apartment block
school
nevertheless
in any case
at all
without
especially
instead (of)
son
cousin (male)
built
building
cash machine
all right, O.K.
great, fine
problem
mainly, especially
husband
owner (of)
actually
by myself…
onion
easily
in connection with
welcome
Thank G-d!
swimming pool
bóker (m.)
bej
bi’zhirut
ba’khuts
bakhur (-ah, f.)
bekhilah (f.)
batú-akh (betukhah, f.)
béten (f.)
b’yakhad
beyn
bentáyim
bikur (m.)
bírah (f.)
báyit (batim, m. pl.)
beyt ha’mikdash
beyt kholim
beyt knéset
beyt mirkákhat
báyit meshutaf
beyt séfer
b’khol zot
b’khol mikreh
bi’khlal
bli
bi’myukhad
bi’mkom
ben
ben dod
banuy (bnuyah, f.)
binyan (m.)
bankat (m.)
b’séder
b’séder gamur
be-ayah (f.)
b’ikar
bá-al
ba-al(-at, f.)
b’étsem
b’atsmi (see prep. chart)
batsal (m.)
b’kalut
b’késher
barukh ha’ba
barukh ha’shem!
brekhah
¯˜«·
'Ê·
˙»¯È‰Ê·
ı»Á·
(‰)¯»Á·
‰ÏÈÁ·
(‰)Á»Ë·
ÔË·
„ÁÈ·
ÔÈ·
ÌÈÈ˙È·
¯»˜È·
‰¯È·
(ÌÈ˙·) ˙È·
÷„˜Ó‰ ˙È·
ÌÈÏ«Á ˙È·
˙ÒÎ ˙È·
˙Á˜¯Ó ˙È·
Û˙»÷Ó ˙È·
¯ÙÒ ˙È·
˙‡Ê Ïη
‰¯˜ÈÓ Ïη
ÏÏη
ÈÏ·
„Á»ÈÓ·
Ì«˜Ó·
Ô·
„«„ Ô·
(‰)È»·
ÔÈÈ·
˘·
¯„Ò·
¯»Ó‚ ¯„Ò·
‰ÈÚ·
¯˜ÈÚ·
ÏÚ·
(˙)ÏÚ·
̈ڷ
…ÈÓˆÚ·
ψ·
˙»Ï˜·
¯÷˜·
‡·‰ Í»¯·
Ì÷‰ Í»¯·
‰Îȯ·
374
(very) willingly
choice
what for?
for
meat
daughter
cousin (female)
inside
b’ratson (rav)
brerah (f.)
bishvil mah?
bishvil
basar (m.)
bat
bat dódah
b’tokh
back
high, tall
cheese
man, male gentleman
big, great
body
carrot
garden
brother- (sister-)in-law
also
Garden of Eden
sock
throat
divorced
wet, rainy
rain
gav (m.)
gavó-ha (gvohah, f.)
gvinah (f.)
géver (gvarim)
gadol (gdolah, f)
guf (m.)
gézer (gzarim, m.)
ginah (f.)
gis(-ah, f.)
gam
gan-éden
gérev (garbáyim, m. pl.)
garon (m.)
garush (grushah, f.)
gashum
géshem (m.)
thing
honey
fish
mail, post
uncle (aunt)
just (-because), exactly so
urgent
enough
speech, talk, expression
apartment
door
blood
opinion
minute
south
southwards
road, path, way
religion, faith
religious
davar (dvarim, m. pl.)
dvash (m.)
dag (m.)
dó-ar (m.)
dod(-ah, f.)
dávkah
dakhuf (dkhufah, f.)
day
dibur (m.)
dirah (f.)
délet (f.)
dam (m.)
de-ah (f.)
dakah (f.)
darom (m.)
darómah
dérekh (drakhim, m. and f. pl.)
dat (f.)
dati (-yah, f.)
(·¯) Ô«ˆ¯·
‰¯¯·
?‰Ó ÏÈ·÷·
ÏÈ·÷·
¯˘·
˙·
‰„«„ ˙·
Í«˙·
·‚
(‰)‰«·‚
‰È·‚
¯·‚
(‰)Ï«„‚
Û»‚
¯Ê‚
‰È‚
(‰)ÒÈ‚
Ì‚
Ô„Ú-Ô‚
(ÌÈÈ·¯‚) ·¯‚
Ô«¯‚
(‰)˘»¯‚
Ì»÷‚
Ì÷‚
¯·„
÷·„
‚„
¯‡«„
(‰)„«„
‡˜Â„
(‰)Û»Á„
È„
¯»·È„
‰¯È„
˙Ï„
Ì„
‰Ú„
‰˜„
Ì«¯„
‰Ó«¯„
ͯ„
˙„
(‰)È˙„
375
1111
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4211
the
whether (interrogative)
home(wards)
he
performance, show
parents
opportunity
invitation, order, booking
(to the) outside
she
today
the most
if only! I wish!
loan
there and back, a return
walking; journey on foot
tonight
they
many, a lot of
the far east
the middle east
here (is)
discount
this evening
break, pause, intermission
surprise
suggestion
many, much
settlement
ha’…
ha’im?
ha’báytah
hu
hofa-ah (f.)
horim
hizdamnut (f.)
hazmanah (f.)
ha’khútsah
hi
ha’yom
ha’khi
ha’levay
halva-ah (f.)
halokh va’shov
halikhah (f.)
ha’láylah
hem (m.)/hen (f.)
hamon
ha’mizrakh ha’rakhok (m.)
ha’mizrakh ha’tikhon (m.)
hineh
hanakhah (f.)
ha’érev
hafsakah (f.)
hafta-ah (f.)
hatsa-ah (f.)
harbeh
hityashvut (f.)
and
certainly, definitely
purple
this
fly
this
gold
that’s it
pair
olive
glass
time
nimble, agile, adroit
v’…
vaday
varod (vrudah, f.)
zot (f.)
zvuv (m.)
zeh (m.)
zahav (m.)
zéhu
zug (m.)
záyit (zeytim m. pl.)
zkhukhit (f.)
zman (m.)
zariz (zerizah, f.)
a pity
khaval (m.)
…‰
?̇‰
‰˙È·‰
‡»‰
‰ÚÙ«‰
Ìȯ«‰
˙»ӄʉ
‰Óʉ
‰ˆ»Á‰
‡È‰
̫ȉ
ÈΉ
!ȇÂω
‰‡ÂÂω
·«÷ ͫω
‰ÎÈω
‰ÏÈω
ԉ/̉
Ô«Ó‰
˜«Á¯‰ Á¯ÊÓ‰
Ô«ÎÈ˙‰ Á¯ÊÓ‰
‰‰
‰Á‰
·¯Ú‰
‰˜ÒÙ‰
‰Ú˙Ù‰
‰Úˆ‰
‰·¯‰
˙»·÷ÈÈ˙‰
…Â
ȇ„ÂÂ
(‰)„«¯Â
˙‡Ê
·»·Ê
‰Ê
·‰Ê
»‰Ê
‚»Ê
˙ÈÊ
˙ÈλÎÊ
ÔÓÊ
(‰)ÊȯÊ
Ï·Á
376
friend, boy/girlfriend
friendly
festive
room
dining-room
living-room
study, work-room
bedroom
new
abroad (outside Israel)
club
month
experience
ill, sick; patient
shirt, blouse
heat; fever
brown
humous
coast, shore, beach
holiday
impertinence, cheek
law
winter
in-law (m. and f.)
strong
obliged, bound; liable
animals
soldier
life
clever, wise
milk
challah bread
dream
window
hot
butter
cute, lovely
hamsin, hot wind
shop
parking
lettuce
midnight
half (half of)
aubergines, egg-plant
account, bill, invoice
khaver(-ah, f.)
khevruti(-t, f.)
khagigi(-t, f.)
khéder (m.)
khadar ókhel
khadar orkhim
khadar avodah
khadar shenah
khadash(-ah, f.)
khul (khutz la-árets)
khug (m.)
khódesh (m.)
khavayah (f.)
kholeh(-ah, f.)
khultsah (f.)
khom (m.)
khum(-ah, f.)
khúmus (m.)
khof (m.)
khufshah (f.)
khutspah (f.)
khok (m.)
khóref (m.)
khoten(-et, f.)
khazak(-ah, f.)
khayav (khayévet, f.)
khayot (f. pl.)
khayal (khayélet, f.)
khayim (m./pl.)
khakham (-ah, f.)
khalav (m.)
khalah (f.)
khalom (m.)
khalon (m.)
kham (-ah, f.)
khem-ah (f.)
khamud (-ah, f.)
khamsin (m.)
khanut (m.)
khanayah (f.)
khásah (f.)
khatsot
khétsi (khatsi-)
khatsilim (m. pl.)
kheshbon (m.)
(‰)¯·Á
(˙)È˙»¯·Á
(˙)È‚È‚Á
¯„Á
ÏΫ‡ ¯„Á
ÌÈÁ¯«‡ ¯„Á
‰„«·Ú ¯„Á
‰È÷ ¯„Á
(‰)÷„Á
(ı¯‡Ï ı»Á) Ï"»Á
‚»Á
÷„«Á
‰ÈÂÂÁ
‰Ï«Á
‰ˆÏ»Á
Ì«Á
(‰)Ì»Á
Ò»Ó»Á
Û«Á
‰÷Ù»Á
‰Ùˆ»Á
˜«Á
Û¯«Á
(˙)Ô˙«Á
(‰)˜ÊÁ
(˙)·ÈÈÁ
˙«ÈÁ
(˙)ÏÈÈÁ
ÌÈÈÁ
(‰)ÌÎÁ
·ÏÁ
‰ÏÁ
Ì«ÏÁ
Ô«ÏÁ
(‰)ÌÁ
‰‡ÓÁ
(‰)„»ÓÁ
ÔÈÒÓÁ
˙»Á
‰ÈÈÁ
‰ÒÁ
˙«ˆÁ
ȈÁ
ÌÈÏȈÁ
Ô«·÷Á
377
thinking
importance
electricity
electrician
cat
wedding
cook, chef
good
form
tour, trip
flight
typical
silly, stupid
telephone
mobile phone
mistake
tasty
fresh
khashivah (f.)
khashivut (f.)
khashmal (m.)
khashmelay (-it, f.)
khatul (-ah, f.)
khatunah (f.)
tabakh (-it, f.)
tov (-ah, f.)
tófes (m.)
tiyul (m.)
tisah (f.)
tipusi (-it, f.)
tipesh (tipshah, f.)
télefon (m.)
télefon nayad
ta-ut (f.)
ta-im (te-imah, f.)
tari (triyah, f.)
come on! let’s go!
dry
hand
known
friend
Judaism
Jewish
day
birthday
Remembrance Day
Independence Day
Holocaust Day
Day of Atonement
Sunday, Monday,….
great! fine!
more
more than
wine
child
sea
to the right
right
nice, pretty
exit, way out
dear, expensive
green
ya-alah
yavesh (yeveshah, f.)
yad (yadáyim, f. pl.)
yadú-a (yedu-ah,f)
yadid (yedidah, f.)
yahadut (f.)
yehudi(-ah, f.)
yom (m.)
yom hulédet
yom ha’zikaron
yom ha’atsma-ut
yom ha’sho-ah
yom kipur
yom rishon, sheni…
yófi
yoter
yoter m’… (asher)
yáyin (m.)
yéled (yaldah, f.)
yam (m.)
yaminah
yemani(-t, f.)
yafeh (yafah, f.)
yetsi-ah (f.)
yakar (yekarah, f.)
yarok (yerukah, f.)
‰·È÷Á
˙»·È÷Á
ÏÓ÷Á
(˙)ȇÏÓ÷Á
(‰)Ï»˙Á
‰»˙Á
(˙È)Á·Ë
(‰)·«Ë
ÒÙ«Ë
Ï»ÈË
‰ÒÈË
(˙)ÈÒ»ÙÈË
(‰)˘ÙÈË
ÔÂÙÏË
„ÈÈ ÔÂÙÏË
˙»ÚË
(‰)ÌÈÚË
(‰)ȯË
‰ÏχÈ
÷·È
(ÌÈÈ„È)„È
(‰)Ú»„È
(‰)„È„È
˙»„‰È
(‰)È„»‰È
Ì«È
˙„Ï»‰ Ì«È
Ô«¯ÎÈʉ Ì«È
˙»‡ÓˆÚ‰ Ì«È
‰‡«÷‰ Ì«È
¯»ÙÈÎ Ì«È
…È÷,Ô«÷‡¯ Ì«È
ÈÙ«È
¯˙«È
(¯÷‡),..Ó ¯˙«È
ÔÈÈ
(‰)„ÏÈ
ÌÈ
‰ÈÓÈ
(˙)ÈÓÈ
‰ÙÈ
‰‡ÈˆÈ
(‰)¯˜È
(‰)˜«¯È
378
Jerusalem
from Jerusalem
descent
vegetable
there is
I, you….have
meeting
straight
old
straight ahead
yerushaláyim
yerushálmi(-t, f.)
yeridah (f.)
yérek (yerakot, m.pl.)
yesh
yesh li, lekha,…
yeshivah (f.)
yashir (yeshirah, f.)
yashan (yeshanah, f.)
yashar
ÌÈÏ˘»¯È
(˙)ÈÓÏ÷»¯È
‰„ȯÈ
(˙«˜¯È) ˜¯È
÷È
…ÍÏ,ÈÏ ÷È
‰·È÷È
(‰)¯È÷È
(‰)Ô÷È
¯÷È
like, as
hurt, pain
heavy
road
already
worthwhile
ball; tablet, pill
football
in order to
dark
hat
all of us, everyone
like this, like these
blue
because
direction
town square, circus
chemistry
chair
fun
like this, so
every, all, everything
well done! (all the respect)
all kinds of
dog
nothing
writing tools
how much?; a few, several
like
of course
like me, like you…
yes
entrance
church
k’……
ke-ev (m.)
kaved (kvedah, f.)
kvish (m.)
kvar
kday
kadur (m.)
kadur régel
kdey
keheh (kehah, f.)
kóva (m.)
kulánu, kulam
kazeh, kazot, ka-éleh
kakhol (khulah, f.)
ki
kivun (m.)
kikar (f.)
khímiyah
kise (kis-ot, m. pl.)
kef (m.)
kákhah
kol/ha’kol
kol ha’kavod
kol miney
kélev (kalbah, f.)
klum
kley ktivah
kámah (also kamah)
kmo (see prep. chart)
kamuvan
kmóni, kmókha,…
ken
knisah (f.)
knesiyah (f.)
…Î
·‡Î
„·Î
÷È·Î
¯·Î
ȇ„Î
¯»„Î
Ï‚¯ ¯»„Î
È„Î
‰‰Î
Ú·«Î
ÌϻΠ,»Ï»Î
‰Ï‡Î ,˙‡ÊÎ ,‰ÊÎ
Ï«ÁÎ
ÈÎ
Ô»ÂÈÎ
¯ÎÈÎ
‰ÈÓÈÎ
(˙«)‡ÒÈÎ
ÛÈÎ
‰ÎÎ
ÏΉ / ÏÎ
„«·Î‰ ÏÎ
ÈÈÓ ÏÎ
(‰)·ÏÎ
Ì»ÏÎ
‰·È˙Î ÈÏÎ
‰ÓÎ
«ÓÎ
Ô·»ÓÎ
..,Í«ÓÎ,È«ÓÎ
ÔÎ
‰ÒÈÎ
‰ÈÈÒÎ
379
it seems, probably
money
small change
cash machine
spoon
village
ticket
credit cards
ticket vendor
when
kosher
address
orange (colour)
kanir-eh
késef (m.)
késef katan
kaspomat (m.)
kaf (kapot. f.)
kfar (m.)
kartis (m.)
kartisey ashray
kartisan(-it, f.)
kshe’…
kasher (ksherah, f.)
któvet (f.)
katom (ketumah, f.)
l’… (see prep. chart)
lo
lo ikhpat li, lekha, lo…
lo nora
le-umi(-t, f.)
lev (levavot, m. pl.)
levad (-ah, f.)
(see prep. chart)
wearing, dressed
lavush (levushah, f.)
white
lavan(-ah, f.)
bless you! to health!
la’bri-ut
completely
l’gámrey
band (music)
lahakah (f.)
goodbye, till we meet again l’hitra-ot
humidity
lekhut (f.)
bread
lékhem (m.)
bread roll
lakhmaniyah (f.)
next to
l’yad (see prep. chart)
night
láylah (leylot, m.)
why
lámah
down, below
l’mátah
up, above
l’má-alah
although, even though
lamrot she’…
for example
l’mashal
at least
l’fakhot
in my view
l’fi da-ati
before, in front of
lifney
customer
lakó-akh (lakokhah, f.)
towards
likrat
to pay attention
la’sim lev
to, for
no
I, you…don’t mind/care
not terrible, never mind
national
heart
alone; on one’s own
‰‡¯Î
ÛÒÎ
Ô˘ ÛÒÎ
ËÓ«ÙÒÎ
ÛÎ
¯ÙÎ
ÒÈ˯Î
ȇ¯÷‡ ÈÒÈ˯Î
(˙È) ÔÒÈ˯Î
…÷Î
(‰)¯÷Î
˙·«˙Î
(‰)Ì«˙Î
…Ï
‡Ï
«Ï ,ÍÏ ,ÈÏ ˙Ù· ‡Ï
‡¯« ‡Ï
(˙)ÈÓ»‡Ï
(˙«··Ï) ·Ï
„·Ï
(‰)÷»·Ï
(‰)Ô·Ï
˙»‡È¯·Ï
ȯӂÏ
‰˜‰Ï
˙«‡¯˙‰Ï
˙»ÁÏ
ÌÁÏ
‰ÈÓÁÏ
„ÈÏ
‰ÏÈÏ
‰ÓÏ
‰ËÓÏ
‰ÏÚÓÏ
…÷ ˙«¯ÓÏ
Ï÷ÓÏ
˙«ÁÙÏ
È˙Ú„ ÈÙÏ
ÈÙÏ
(‰)Á«˜Ï
˙‡¯˜Ï
·Ï ÌÈ◊Ï
380
from
very
late
disappointed
happy
from where?
from where?
article, essay
a stopping bus
bakery
adult; elderly
confused
special offer, sale
brush
tower
desert
thermometer
too (much)
(once) every…
state, country
step, stair
what
what does that mean?
what difference does it
make?
how’s that?
what do you mean?
that which, what…
how are you?
fast; express (bus)
information
announcement, notice
ready, prepared
salesman
opposite
taxi cab
garage
Muslim
date, appointed time
I, you,…like
product
early
teacher
mi’… (see prep. chart)
me-od
me-ukhar (me-ukheret, f.)
me-ukhzav (me-ukhzevet, f.)
me-ushar (me-usheret, f.)
me-áyin?
me-eyfoh?
ma-amar (m.)
me-asef (m.)
ma-afiyah (f.)
mevugar (mevugéret, f.)
mevulbal (mevulbélet, f.)
mivtsa (m.)
mivréshet (f.)
migdal (m.)
midbar (m.)
madkhom (m.)
miday
midey
medinah (f.)
madregah (f.)
mah
mah zot oméret?
mah zeh meshaneh?
…Ó
„«‡Ó
(˙)¯Á»‡Ó
(˙)·Êλ‡Ó
(˙)¯÷»‡Ó
?ÔȇÓ
?‰ÙȇÓ
¯Ó‡Ó
ÛÒ‡Ó
‰ÈÈÙ‡Ó
(˙)¯‚»·Ó
(˙)Ï·Ï»·Ó
Úˆ·Ó
˙˘¯·Ó
Ï„‚Ó
¯·„Ó
Ì«Á„Ó
È„Ó
È„Ó
‰È„Ó
‰‚¯„Ó
‰Ó
?˙¯Ó«‡ ˙‡Ê ‰Ó
?‰÷Ó ‰Ê ‰Ó
mah pit-om?
?Ì«‡˙Ù ‰Ó
mah she’…
mah shlomkha (m.)
/shlomekh (f.)?
mahir (mehirah, f.)
modi-in (m.)
moda-ah (f.)
mukhan (-ah, f.)
mokher (-et, f.)
mul
monit (f.)
musakh (m.)
muslemi(-t, f.)
mo-ed (m.)
motse khen b’enay,
b’enékha, b’enáyikh
mutsar (m.)
mukdam (mukdémet, f.)
moreh (morah, f.)
…÷ ‰Ó
?ÍÓ«Ï÷ ‰Ó
(‰)¯È‰Ó
ÔÈÚÈ„«Ó
‰Ú„«Ó
(‰)ÔλÓ
(˙)¯Î«Ó
Ï»Ó
˙È«Ó
ÍÒ»Ó
(˙)ÈÓÏÒ»Ó
„Ú«Ó
,ÈÈÚ· ÔÁ ‡ˆ«Ó
…ÍÈÈÚ·
¯ˆ»Ó
(˙)Ì„˜»Ó
‰¯«Ó
381
brand (name)
permitted, allowed
weather
cash
luck, star
fork
connected
department
research
computer
kitchen
airplane
special offer, sale
who
immediately
size
special
air conditioning
bed
water
someone
laundry
grocery store
mechanic
car
trousers
cover
letter
full
salty
hotel
salt
king (queen)
cucumber
waiter
from/with what?
from me
from
custom
manager
rest
engine
light, lamp
mosque
poor, miserable, wretched
mutag (m.)
mutar
mézeg avir (m.)
mezuman (m.)
mazal (m.)
mazleg (mazlegot, m. pl.)
mekhubar (mekhubéret, f.)
makhlakah (f.)
mekhkar (m.)
makhshev (m.)
mitbakh (m.)
matos (m.)
mit-an (m.)
mi
miyad
midah (f.)
meyukhad (meyukhédet, f.)
mizug avir (m.)
mitah (f.)
máyim (m. pl.)
míshehu
mikhbasah (f.)
makólet (f.)
mekhonay(-it, f.)
mekhonit (f.)
mikhnasáyim (m. pl.)
mikhseh (m.)
mikhtav (m.)
male (mele-ah, f.)
malú-akh (melukhah, f.)
malon (m.)
mélakh (m.)
mélekh (malkah, f.)
melafefon (m.)
meltsar(-it, f.)
mimah?
miméni (see prep. chart)
min
minhag (m.)
menahel(-et, f.)
menukhah (f.)
manó-a (m.)
menorah (f.)
misgad (m.)
misken(-ah, f.)
‚˙»Ó
¯˙»Ó
¯È‡ ‚ÊÓ
ÔÓ»ÊÓ
ÏÊÓ
‚ÏÊÓ
(˙)¯·»ÁÓ
‰˜ÏÁÓ
¯˜ÁÓ
·÷ÁÓ
Á·ËÓ
Ò«ËÓ
ÔÚËÓ
ÈÓ
„ÈÓ
‰„ÈÓ
(˙)„Á»ÈÓ
¯È‡ ‚»ÊÈÓ
‰ËÈÓ
ÌÈÓ
»‰÷ÈÓ
‰Ò·ÎÓ
˙Ï«ÎÓ
(˙)ȇ«ÎÓ
˙È«ÎÓ
ÌÈÈÒÎÓ
‰ÒÎÓ
·˙ÎÓ
(‰)‡ÏÓ
(‰)Á»ÏÓ
Ô«ÏÓ
ÁÏÓ
(‰∆Î)/ÍÏÓ
Ô«ÙÙÏÓ
(˙È)¯ˆÏÓ
?‰ÓÓ
ÈÓÓ
ÔÓ
‚‰Ó
(˙)ωÓ
‰Á»Ó
Ú«Ó
‰¯«Ó
„‚ÒÓ
(‰)ÔÎÒÓ
382
restaurant
enough
number
hairdresser’s
laboratory
pedestrian crossing
delicatessen
cloudy
spring (of water)
coat
degrees
interesting
famous
because
factory
key
situation
mood
matzah, unleavened bread
excellent
to have a cold (lit. chilled)
funny
choir
accepted, acceptable
previously, from before
broken
place
shower
splendid
profession, job
incident, event
refrigerator
Mr
bitter
satisfied (with)
distance
centre
telephone operator
health centre, clinic
balcony, terrace
soup
truck
something
crazy, mad
common, shared
mis-adah (f.)
maspik
mispar (m.)
misparah (f.)
ma-abadah (f.)
ma-avar (m.) khatsayah
ma-adanyah (f.)
me-unan
ma-ayan (m.)
me-il (m.)
ma-alot (f. pl.)
me-anyen(-et, f.)
mefursam (mefursémet, f.)
mipney she’…
mif-al (m.)
mafté-akh (maftekhot, m.)
matsav (m.)
matsav rú-akh (m.)
matsah (f.)
metsuyan (metsuyénet, f.)
metsunan (metsunénet, f.)
matskhik(-ah, f.)
mak-helah (f.)
mekubal (mekubélet, f.)
mi’kódem
mekulkal (mekulkélet, f.)
makom (mekomot, m.)
miklákhat (f.)
maksim(-ah, f.)
miksó-a (mikso-ot, m.pl.)
mikreh (m.)
mekarer (m.)
mar
mar(-ah, f.)
merutseh (merutsah, f.) (m’..)
merkhak (m.)
merkaz (m.)
merkaziyah (f.)
mirpa-ah (f.)
mirpéset (f.)
marak (m.)
masa-it (f.)
máshehu
meshuga(-at, f.)
meshutaf (meshutéfet, f.)
‰„ÚÒÓ
˜ÈÙÒÓ
¯ÙÒÓ
‰¯ÙÒÓ
‰„·ÚÓ
‰ÈȈÁ ¯·ÚÓ
‰ÈÈ„ÚÓ
Ô»ÚÓ
ÔÈÈÚÓ
ÏÈÚÓ
˙«ÏÚÓ
(˙)/ÔÈÈÚÓ
(˙)ÌÒ¯»ÙÓ
…÷ ÈÙÓ
ÏÚÙÓ
(˙«)/Á˙ÙÓ
·ˆÓ
Á»¯ ·ˆÓ
‰ˆÓ
(˙)ÔÈÈ»ˆÓ
(˙)Ô»ˆÓ
(‰)˜ÈÁˆÓ
‰Ï‰˜Ó
(˙)Ï·»˜Ó
Ì„«˜Ó
(˙)Ϙϻ˜Ó
(˙«)Ì«˜Ó
˙ÁϘÓ
(‰)ÌÈÒ˜Ó
(˙«)Ú«ˆ˜Ó
‰¯˜Ó
¯¯˜Ó
¯Ó
(‰)¯Ó
(…Ó) ‰ˆ»¯Ó
˜Á¯Ó
ÊίÓ
‰ÈÈÊίÓ
‰‡Ù¯Ó
˙ÒÙ¯Ó
˜¯Ó
˙ȇ◊Ó
»‰÷Ó
(˙)Ú‚»÷Ó
(˙)Û˙»÷Ó
383
toothpaste
silk
of mine, yours….
from there
boring
family
farm; kibbutz
sun/sight glasses
glasses, spectacles
office
dead
suitable
sweet
when?
volunteer
present, gift
mishkhat shináyim
méshi (m.)
mi’sheli, mi’shelkha,…
mi’sham
mesha-amem(-et, f.)
mishpakhah (f.)
méshek (m.)
mishkafey shémesh/re-iyah
mishkafáyim (m. pl.)
misrad (m.)
met(-ah, f.)
mat-im(-ah, f.)
matok (metukah, f.)
matay?
mitnadev(-et, f.)
matanah (f.)
please (+verb)
pleasant
against
generous
driver, taxi driver
wonderful
customary
driving
comfortable
traveller, passenger
view, landscape
paper
grandson (granddaughter)
right, correct
low, short
airport
is situated
miracle
pleased to meet you
shoe
Christianity
clean
sausage
candle
I, you…have had enough
married
kiss
sounds (appears)
na
na-eh (na-ah, f.)
néged
nadiv (nedivah, f.)
nehag, nehag monit
nehedar (nehedéret, f.)
nahug
nehigah (f.)
nó-akh (nokhah, f.)
nosé-a (nosá-at, f.)
nof (m.)
neyar (m.)
nékhed (nekhdah, f.)
nakhon(-ah, f.)
namukh (nemukhah, f.)
nmal te-ufah
nimtsa (nimtset, f.)
nes (nisim, m. pl.)
na-im me-od
na-al (na-aláyim, f. pl.)
natsrut (f.)
naki (nekiyah, f.)
naknik (m.)
ner (nerot, m. pl.)
nishbar li, lekha,…
nasuy (nesu-ah, f.)
neshikah (f.)
nishma
ÌÈÈ÷ ˙Á÷Ó
È÷Ó
…ÍÏ÷Ó,ÈÏ÷Ó
Ì÷Ó
(˙)ÌÓÚ÷Ó
‰ÁÙ÷Ó
˜÷Ó
‰Èȇ¯/÷Ó÷ ÈÙ˜÷Ó
ÌÈÈÙ˜÷Ó
„¯◊Ó
(‰)˙Ó
(‰)Ìȇ˙Ó
(‰)˜«˙Ó
?È˙Ó
(˙)·„˙Ó
‰˙Ó
‡
‰‡
„‚
(‰)·È„
˙È«Ó ‚‰ ,‚‰
(˙)¯„‰
‚»‰
‰‚ȉ
(‰)Á«
(˙)ÚÒ«
Û«
¯ÈÈ
(‰)„Î
(‰)Ô«Î
(‰)Í»Ó
‰Ù»Ú˙ ÏÓ
(˙)‡ˆÓ
Ò
„«‡Ó ÌÈÚ
(ÌÈÈÏÚ) ÏÚ
˙»¯ˆ
(‰)Ș
˜È˜
¯
..ÍÏ,ÈÏ ¯·÷
‰‡»◊/È»◊
‰˜È÷
ÚÓ÷
384
knife
danger
sorry, excuse me
alley
sandwich
sandal
doubt
book
hairdresser
Spain
film, movie
autumn
just, merely, so
sába
sabon (m.)
sávta
segol (sgulah, f.)
sagur (sgurah, f.)
sus (m.)
sof (m.)
sof shavú-a
sibah (f.)
sirah (f.)
sakum (m.)
(sakin, kaf u’mazleg)
sakin (m.)
sakanah (f.)
slikhah
simtah (simta-ot, f. pl.)
séndvitch (m.)
sandal (m.)
safek (m.)
séfer (sfarim, m. pl.)
sapar(-it, f.)
sfarad
séret (sratim, m. pl.)
stav (m.)
stam
‡·Ò
Ô«·Ò
‡˙·Ò
(‰)Ï«‚Ò
(‰)¯»‚Ò
Ò»Ò
Û«Ò
Ú»·÷ Û«Ò
‰·ÈÒ
‰¯ÈÒ
Ì"»ÎÒ
(‚ÏÊÓÂ ,ÛÎ ,ÔÈÎÒ)
ÔÈÎÒ
‰ÎÒ
‰ÁÈÏÒ
(˙«‡)‰ËÓÒ
ßıÈ„Ò
Ï„Ò
˜ÙÒ
¯ÙÒ
(˙È)¯ÙÒ
„¯ÙÒ
˯Ò
ÂÈ˙Ò
Ì˙Ò
tomato
round
until
more; still
(small) change; surplus
chicken
leather
help
pen
eye
occupation
pencil
main thing, essence
city, town
capital city
newspaper
journalist
now
on, about
agvaniyah (f.)
agol (agulah, f.)
ad
od
ódef (m.)
of (m.)
or (m.)
ezrah (f.)
et (etim, f.)
ayin (enáyim, f. pl.)
isuk (m.)
iparon (efronot, m.pl.)
ikar (m.)
ir (arim, f. pl.)
ir habirah
iton (m.)
itonay (-it, f.)
akhshav
al (see prep. chart)
‰ÈÈ·‚Ú
(‰)Ï«‚Ú
„Ú
„«Ú
Û„«Ú
Û«Ú
¯«Ú
‰¯ÊÚ
(ÌÈ)ËÚ
(ÌÈÈÈÚ) ÔÈÚ
˜»ÒÈÚ
(˙««¯ÙÚ) Ô«¯ÙÈÚ
¯˜ÈÚ
(ÌȯÚ) ¯ÈÚ
‰¯È·‰ ¯ÈÚ
Ô«˙ÈÚ
(˙)ȇ«˙ÈÚ
ÂÈ÷ÎÚ
ÏÚ
grandfather
soap
grandmother
purple, violet
closed
horse
end
weekend
reason
sailing boat
cutlery
385
(…È„È ÏÚ)„È ÏÚ
È„È ÏÚ
Ì÷ ÏÚ
ÌÚ
ÌÚ
·Ú
ÔÚ
(˙)ȘÚ
(‰)˜»ÒÚ
˜ÒÚ
·ˆÚ
·ˆÚ
(‰)·»ˆÚ
·¯Ú
(‰)¯È÷Ú
(‰)˜È˙Ú
next to (next to me…)
by, by means of
in the name of
with
nation
grape
cloud
huge, gigantic
busy
business, matter
nerve
sorrow
sad
evening
rich, wealthy
ancient
al yad (al yadi…)
al yedey
al shem
im (see prep. chart)
am (m.)
enav (anavim, m. pl.)
anan (m.)
anaki(-t, f.)
asuk(-ah, f.)
ések (asakim, m. pl.)
atsav (astabim, m. pl.)
étsev (m.)
atsuv(-ah, f.)
érev (m.)
ashir(-ah, f.)
atik(-ah, f.)
meeting
here
mouth
worker, labourer
less
mushroom
pita bread
mobile phone
pepper
inside
Passover
pianist
time, one time, once
orchard, citrus grove
private
fruit
simple
quiche
open
pgishah (f.)
poh
peh (piyot, m. pl.)
po-el(-et, f.)
pakhot
pitriyah (f.)
pítah (f.)
péle-fon (m.)
pilpel (m.)
pnimah
pésakh
psantran(-it, f.)
pá-am (pe-amim, f. pl.)
pardes (m.)
prati(-t, f.)
pri (perot, m. pl.)
pashut (pshutah, f.)
pashtidah (f.)
patú-akh (petukhah, f.)
‰÷È‚Ù
‰Ù
(˙«ÈÙ)‰Ù
(˙)ÏÚ«Ù
˙«ÁÙ
‰È¯ËÙ
‰˙ÈÙ
Ô«Ù-‡ÏÙ
ÏÙÏÙ
‰ÓÈÙ
ÁÒÙ
(˙È)Ô¯˙ÒÙ
ÌÚÙ
Ò„¯Ù
(˙)È˯Ù
(˙«¯Ù) ȯÙ
(‰)Ë»÷Ù
‰„ÈË÷Ù
(‰)Á»˙Ù
army
military
colour
side
Israel Defence Force
tsava (m.)
tsva-i(-t, f.)
tséva (tsva-im, m. pl.)
tsad (tsdadim, m.)
tsahal (tsva ha’haganah
l’isra-el) (m.)
tsahov (tsehubah, f.)
tsohoráyim (m.)
‡·ˆ
(˙)ȇ·ˆ
(ÌÈ)Ú·ˆ
„ˆ
Ï"‰ˆ
χ¯◊ÈÏ ‰‚‰‰ ‡·ˆ
(‰·»‰ˆ) ·«‰ˆ
ÌÈȯ‰ˆ
yellow
noon
386
junction, crossroads
drawing, painting
picturesque
shade
cross
plate, dish
thirsty
vegetarian
modest, humble
step
young
grief, sorrow
expected
north
northwards, to the north
northern
cheque
narrow,tight
need, must
fixed
grave, tomb
holy
forwards, ahead
community, public
before, first
cottage
cinema
floor, level, storey
kettle
pastry shop
shopper, buyer
ticket-seller, cashier
little, small
kibbutz
prefix, area code
wall
summer
easy, light
jealousy
shopping mall
coffee
short
a little, a bit
cold
near (adj.); family relation
tsomet (m.)
tsiyur (m.)
tsiyuri(-t, f.)
tsel (tslalim, m.pl.)
tslav (m.)
tsalákhat (f.)
tsame (tsme-ah, f.)
tsimkhoni(-t, f.)
tsanú-a (tsnu-ah, f.)
tsá-ad (tse-adim, m.pl.)
tsa-ir (tse-irah, f.)
tsá-ar (m.)
tsafuy (tsfuyah, f.)
tsafon (m.)
tsafónah
tsfoni(-t, f.)
tshek (m.)
tsar(-ah, f.)
tsarikh (tsrikhah, f.)
kavú-a (kvu-ah, f.)
kéver (kvarim, m.pl.)
kadosh (kdoshah, f.)
kadímah
kehilah (f.)
kódem
kótedge (m.)
kolnó-a (m.)
komah (f.)
kumkum (m.)
konditóriyah (f.)
koneh (konah, f.)
kupay (-it, f.)
katan (ktanah, f.)
kibuts (m.)
kidómet (f.)
kir (kirot, m.pl.)
kayits (m)
kal(-ah, f.)
kin-ah (f.)
kanyon (m.)
kafeh (m.)
katsar (ktsarah, f.)
ktsat
kar (karah, f.)
karov (krovah, f.)
˙Ó«ˆ
¯»Èˆ
(˙)ȯ»Èˆ
(ÌÈÏψ) ψ
·Ïˆ
˙Áψ
(‰)‡Óˆ
(˙)È«ÁÓˆ
(‰)Ú»ˆ
„Úˆ
(‰)¯ÈÚˆ
¯Úˆ
(‰)Ȼو
Ô«Ùˆ
‰«Ùˆ
(˙)È«Ùˆ
˜ßˆ
(‰)¯ˆ
(‰Îȯˆ) Íȯˆ
(‰)Ú»·˜
(ÌÈ)¯·˜
(‰)÷«„˜
‰ÓÈ„˜
‰Ïȉ˜
Ì„«˜
ß‚Ë«˜
Ú«Ï«˜
‰Ó«˜
Ì»˜Ó»˜
‰È¯«ËÈ„«˜
‰«˜
(˙)ȇٻ˜
(‰)Ô˘
ı»·È˜
˙Ó«„Ș
(˙«)¯È˜
ıȘ
(‰)Ϙ
‰‡˜
Ô«È˜
‰Ù˜
¯ˆ˜
˙ˆ˜
(‰)¯˜
(‰)·«¯˜
387
announcer, broadcaster
sun protection cream
carp
hard, difficult
linked, related to
karayan (karyanit, f.)
krem haganah (m.)
karpiyon
kasheh (kashah, f.)
kashur (kshurah, f.)
head
New Year
Prime Minister
first
most (of), majority
many, much
rabbi
quarter
usual; to be used to
foot, leg
moment
feeling, emotion
single (batchelor/spinster)
wind; spirit
spiritual
doctor
wide
street
far
empty
dance
soft
vehicle, car
train
traffic light(s)
bad
hungry
idea
serious
platform; quay
dancer
licence
rosh (m.)
rosh ha’shanah
rosh memshalah
rishon(-ah, f.)
rov
rav (rabah, f.)
rav (rabanim, m.pl.)
réva (m.)
ragil (regilah, f.)
régel (ragláyim, f.pl.)
réga (m.)
régesh (regashot, f.pl.)
ravak(-ah, f.)
rú-akh (m.)
rukhani(-t, f.)
rofe (rofah, f.)
rakhav (rekhavah, f.)
rekhov (rekhovot, m.pl.)
rakhok (rekhokah, f.)
rek(-ah, f.)
rikud (m.)
rakh (rakah, f.)
rékhev (m.)
rakévet (f.)
ramzor(-im, m.pl.)
ra(-ah, f.)
ra-ev (re-evah, f.)
ra-ayon (ra-ayonot, m.pl.)
retsini(-t, f.)
ratsif (retsifim, m.pl.)
rakdan(-it, f.)
rishayon (rishyonot, m.pl.)
that, which, what…
she’…
question
she-elah (f.)
the rest, remainder; range she-ar (m.)
strike (of workers)
shvitah (f.)
sabbatical
shabaton (m.)
airfield, airport
sdeh te-ufah (m.)
(˙)ÔÈȯ˜
‰‚‰ ̯˜
Ô«ÈÙ¯˜
‰÷˜/‰÷˜
(‰)¯»÷˜
÷‡¯
‰÷‰ ÷‡¯
‰Ï÷ÓÓ ÷‡¯
(‰)Ô«÷‡¯
·¯
(‰)·¯
(ÌÈ)·¯
Ú·¯
(‰)ÏÈ‚¯
(ÌÈÈ)Ï‚¯
Ú‚¯
(˙«)÷‚¯
(‰)˜Â¯
Á»¯
ÈÁ»¯
(‰)‡Ù«¯
(‰)·Á¯
(˙«)·«Á¯
(‰)˜«Á¯
(‰)˜È¯
„»˜È¯
(‰)ͯ
·Î¯
˙·Î¯
(ÌÈ)¯«ÊÓ¯
(‰)Ú¯
(‰)·Ú¯
Ô«ÈÚ¯
(˙)ÈȈ¯
ÛȈ¯
(˙)Ô„˜¯
(˙«)Ô«È÷¯
…÷
‰Ï‡÷
¯‡÷
‰˙È·÷
Ô«˙·÷
‰Ù»Ú˙ ‰„◊
388
avenue
holocaust
again
worth, worthwhile
fluent, flowing
policeman
table
different
doorman, goal keeper
market
black
nonsense
downpour, flood
song, poem
service; shared taxi
toilets, facilities, services
of
snow
peace; hello/goodbye
the day before yesterday
sign, signpost
rule, control
whole
there
name
left, left-hand
to the left
happiness, joyous occasion
dress
fat
oil
sun
tooth
second (of time)
annual
hour
clock, watch
hair
’flu
silence, quiet
quiet, calm
hot dry weather
very hot and dry (weather)
remains, ruins
sderah (f.)
sho-ah (f.)
shuv
shaveh (shavah, f.)
shotef(-et, f.)
shoter(-et, f.)
shulkhan (m.)
shoneh (shonah, f.)
sho-er(-et, f.)
shuk (m.)
shakhor (shkhorah, f.)
shtut (shtuyot, f.)
shitafon (shitfonot, m. pl.)
shir (m.)
sherut (m.)
sherutim (m.)
shel (see prep. chart)
shéleg
shalom (m.)
shilshom
shélet (m.)
shilton (shiltonot, m. pl.)
shalem (shlemah, f.)
sham
shem (shemot, m. pl.)
smol (smalit, f.)
smólah
simkhah (smakhot, f. pl.)
simlah (smalot, f. pl.)
shamen (shmenah, f.)
shémen (m.)
shémesh (f.)
shen (shináyim, f. pl.)
shniyah (f.)
shnati(-t, f.)
sha-ah (f.)
sha-on (m.)
se-ar (m. pl.)
shapá-at (f.)
shéket (m.)
shaket (shketah, f.)
sharav (m.)
shravi(-t, f.)
sarid (sridim, m.)
‰¯„◊
‰‡«÷
·»÷
‰ÂÂ÷
(˙)ÛË«÷
(˙)¯Ë«÷
ÔÁÏ»÷
‰«÷
(˙)¯Ú«÷
˜»÷
(‰)¯«Á÷
˙»Ë÷
Ô«ÙËÈ÷
¯È÷
˙»¯È÷
ÌÈ˙»¯È÷
Ï÷
‚Ï÷
Ì«Ï÷
Ì«÷Ï÷
ËÏ÷
(˙«)Ô«ËÏ÷
(‰)ÌÏ÷
Ì÷
(˙«)Ì÷
(˙È)χÓ◊
‰Ï‡Ó◊
‰ÁÓ◊
‰ÏÓ◊
(‰)ÔÓ÷
ÔÓ÷
÷Ó÷
(ÌÈÈÈ÷) Ô÷
‰ÈÈ÷
(˙)È˙÷
‰Ú÷
Ô«Ú÷
¯Ú◊
˙ÚÙ÷
˘÷
(‰)˘÷
·¯÷
(˙)È·¯÷
„ȯ◊
389
accident
theatre
tea
thank you
many thanks
turn, queue, appointment
Torah; the Law of Moses
orchestra, band
public transport
forecast
station, stop
petrol station
appetite
tourist
baby
documentation
plan
straightaway, immediately
jewelry
(it) depends
picture
traffic; movement
orange
apple
potato
menu
hope
period, era
cultured, civilized
payment
te-unah (f.)
te-atron (m.)
teh (m.)
todah
todah rabah
tor (m.)
torah (f.)
tizmóret (f.)
takhburah tsiburit (f.)
takhazit (f.)
takhanah (f.)
takhanat délek
te-avon (m.)
tayar (tayéret, f.)
tinok(-et, f.)
ti-ud (m.)
tokhnit (f.)
tékhef
takhshit (m.)
taluy (tluyah, f.)
tmunah (f.)
tnu-ah (f.)
tapuz (m.)
tapú-akh (m.)
tapu-akh (tapukhey, m. pl.)
adamah
tafrit (m.)
tikvah (f.)
tkufah (f.)
tarbuti (-t, f.)
tashlum (m.)
‰»‡˙
Ô«¯Ë‡˙
‰˙
‰„«˙
‰·¯ ‰„«˙
¯«˙
‰¯«˙
˙¯«ÓÊ˙
˙ȯ»·Èˆ ‰¯»·Á˙
˙ÈÊÁ˙
‰Á˙
˜Ï„ ˙Á˙
Ô«·‡È˙
(˙)¯ÈÈ˙
(˙)˜«È˙
„»ÚÈ˙
˙ÈÎ˙
ÛÎ˙
ËÈ÷Î˙
(‰)È»Ï˙
‰»Ó˙
‰Ú»˙
Ê»Ù˙
Á»Ù˙
‰Ó„‡ (È)Á»Ù˙
ËȯÙ˙
‰Â˜˙
‰Ù»˜˙
(˙)È˙»·¯˙
Ì»Ï÷˙
Index
adjectives 63–4, formed from verbs 241–2, used as adverbs 116;
demonstrative 83, 341; interrogative 82; and definite nouns 65;
and l’... . . . Ï to express feelings 251; (summary) 341–2
adverbs 116, 246; (summary) 342–3
age 121
alphabet 1–3, 8–12, charts 10, 17; consonants 10–12; vowels 13–16,
100, charts 14, 15; handwriting script 17, 22, 101
Biblical verses 256–7
body (human) 226–7
colours 244
comparing 126–7
days of the week 124–5
efshar / i efshar
et
¯˘Ù‡ ȇ / ¯˘Ù‡ and infinitive 43
˙‡ 57–8; and pronoun endings 119–20; (summary) 345–6
eyn Ôȇ 66; eyn li
259–60
ÈÏ Ôȇ see possession; and pronoun endings
family members 88–9
generalizing 98
greetings 26–7, 41
ha’
‰ ‘the’ 32, 41, 42, 57, 65, 83, 87, 95, 338, 341, 342
history of the Hebrew language 4–5
391
1111
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
4211
kol / ha’kol
ÏΉ / ÏÎ 128–9
means of transport 150–1
months, seasons and festivals 152–5
negation 28, 338; negative commands see prohibition
nouns: gender 34, in plural 59–60, 120–1, in word pairs see word
pairs; patterns 174–5, 180–2; sentence 27; and pronoun endings
260–1; (summary) 339
numbers: cardinal 51, 108–10, as adjectives 60–1; ordinal 124–5
obligation: tsarikh
Íȯˆ 46, 185 and mukhrakh Á¯Î»Ó 185, 216
permission: mutar
efshar ¯˘Ù‡
¯˙»Ó 221, yakhol Ï«ÎÈ 84; see also
possession: shel Ï÷ 74; yesh li / eyn li ÈÏ Ôȇ / ÈÏ ˘È 76–7,
in past 184; nouns with pronoun endings see nouns
prepositions: ‘inseparable’ 28, 41; and pronoun endings 75, 77,
171–3, 183, chart 348–9; (summary) 344–5
professions 174–6
prohibition: asur
¯»Ò‡ 221–2; negative commands 211
pronouns: demonstrative 36, 82–3, 340–1; personal 31; relative see
she’... . . . ÷ ; to replace ‘is/are’ 144–5; (summary) 339–41
questions 27, with ha’im ̇‰ 250; (summary) 337–8
regret 233
she’...
...÷ 46–7, 340, 341
superlatives 144
telling the time 137–9
‘to be’ 27, past tense 184; future 215; as auxiliary 185, 216
v’
 ‘and’ 32, 344
392
verb tenses and groups (binyan ÔÈÈ· ): the present tense (and use
of 48, 98), Group 1 ÏÚÙ , 47–9, 52–3, 80–1, 97–8, Group 2 ÏÚÈÙ
116–18, Group 3 ÏÈÚÙ‰ 136–7, Group 4 ÏÚÙ˙‰ 191, 192,
Group 5 ÏÚÙ 230–1 ; the past tense (and use of 160), Group 1
ÏÚÙ 160–1, Group 2 ÏÚÈÙ 162, Group 3 ÏÈÚÙ‰ 179–80,
Group 4 ÏÚÙ˙‰ 191, 192, Group 5 ÏÚÙ 231; the future tense
201–2 (and use of 202–3, 210–11), Group 1 Ï ÚÙ 207–9, Group 2
ÏÚÈÙ 203–4, Group 3 ÏÈÚÙ‰ 203, Group 4 ÏÚÙ˙‰ 203,
Group 5 ÏÚÙ 231; imperative, Groups 1–4 223–4
verbs: glossary 351–70; infinitive 43, 48, 84; roots 47, 57, 191–2;
system of groups (binyanim ÌÈÈÈ· ) and subgroups (gzarot
˙«¯Ê‚ ) 350
weather 216
word pairs: singular 86–7; plural 94–5; in sentences 97
word stress 31
yesh
˘È 66; yesh li ÈÏ ˘È see possession